Dataset statistics
| Number of variables | 90 |
|---|---|
| Number of observations | 5359 |
| Missing cells | 37661 |
| Missing cells (%) | 7.8% |
| Duplicate rows | 0 |
| Duplicate rows (%) | 0.0% |
| Total size in memory | 3.0 MiB |
| Average record size in memory | 587.0 B |
Variable types
| Categorical | 28 |
|---|---|
| Numeric | 8 |
| Boolean | 53 |
| Unsupported | 1 |
IsFtlcApproved has constant value "" | Constant |
IsBosApproved has constant value "" | Constant |
CriticalThinking has constant value "" | Constant |
DataSynthesis has constant value "" | Constant |
ActiveLearning has constant value "" | Constant |
Numeracy has constant value "" | Constant |
Literacy has constant value "" | Constant |
SelfAwarenessAndReflection has constant value "" | Constant |
InnovationAndCreativity has constant value "" | Constant |
Initiative has constant value "" | Constant |
Independence has constant value "" | Constant |
Adaptability has constant value "" | Constant |
ProblemSolving has constant value "" | Constant |
Budgeting has constant value "" | Constant |
Oral has constant value "" | Constant |
ForeignLanguages has constant value "" | Constant |
Interpersonal has constant value "" | Constant |
WrittenOther has constant value "" | Constant |
Collaboration has constant value "" | Constant |
RelationshipBuilding has constant value "" | Constant |
Leadership has constant value "" | Constant |
Negotiation has constant value "" | Constant |
PeerAssessmentReview has constant value "" | Constant |
OccupationalAwareness has constant value "" | Constant |
MarketAwareness has constant value "" | Constant |
GovernanceAwareness has constant value "" | Constant |
FinancialAwareness has constant value "" | Constant |
BusinessPlanning has constant value "" | Constant |
EthicalAwareness has constant value "" | Constant |
SocialCulturalGlobalAwareness has constant value "" | Constant |
LegalAwareness has constant value "" | Constant |
SourceMaterials has constant value "" | Constant |
SynthesiseAndPresentMaterials has constant value "" | Constant |
UseOfComputerApplications has constant value "" | Constant |
GoalSettingAndActionPlanning has constant value "" | Constant |
DecisionMaking has constant value "" | Constant |
AcademicYear has constant value "" | Constant |
AcademicYearId has constant value "" | Constant |
IsThemedAgeing has constant value "" | Constant |
IsThemedSocialRenewal has constant value "" | Constant |
IsThemedSustainability has constant value "" | Constant |
ModuleCode has a high cardinality: 5359 distinct values | High cardinality |
Title has a high cardinality: 4522 distinct values | High cardinality |
ShortTitle has a high cardinality: 4391 distinct values | High cardinality |
DateFtlcApproved has a high cardinality: 194 distinct values | High cardinality |
DateBosApproved has a high cardinality: 261 distinct values | High cardinality |
DateSapUploaded has a high cardinality: 505 distinct values | High cardinality |
PreRequisiteComment has a high cardinality: 1008 distinct values | High cardinality |
CoRequisiteComment has a high cardinality: 254 distinct values | High cardinality |
Aims has a high cardinality: 4570 distinct values | High cardinality |
OutlineOfSyllabus has a high cardinality: 4498 distinct values | High cardinality |
IntendedKnowledgeOutcomes has a high cardinality: 4371 distinct values | High cardinality |
IntendedSkillOutcomes has a high cardinality: 4346 distinct values | High cardinality |
TeachingRationaleAndRelationship has a high cardinality: 4098 distinct values | High cardinality |
AssessmentRationaleAndRelationship has a high cardinality: 4286 distinct values | High cardinality |
ExemptFromAssessmentDate has a high cardinality: 67 distinct values | High cardinality |
ExemptFromAssessmentComment has a high cardinality: 226 distinct values | High cardinality |
GeneralNotes has a high cardinality: 289 distinct values | High cardinality |
Timestamp has a high cardinality: 68 distinct values | High cardinality |
SapObjectId is highly overall correlated with Module_Id and 2 other fields | High correlation |
Semester1CreditValue is highly overall correlated with Semester1Offered and 1 other fields | High correlation |
Semester2CreditValue is highly overall correlated with Semester1Offered and 2 other fields | High correlation |
Semester3CreditValue is highly overall correlated with Semester3Offered and 1 other fields | High correlation |
EctsCreditValue is highly overall correlated with Semester3Offered | High correlation |
Module_Id is highly overall correlated with SapObjectId and 4 other fields | High correlation |
IsNew is highly overall correlated with Module_Id and 3 other fields | High correlation |
IsDummy is highly overall correlated with ExemptFromAssessmentDate and 1 other fields | High correlation |
Semester1Offered is highly overall correlated with Semester1CreditValue and 1 other fields | High correlation |
Semester2Offered is highly overall correlated with Semester1CreditValue and 1 other fields | High correlation |
Semester3Offered is highly overall correlated with Semester3CreditValue and 1 other fields | High correlation |
Mode is highly overall correlated with ExemptFromAssessmentDate and 1 other fields | High correlation |
Delivery is highly overall correlated with ExemptFromAssessmentDate | High correlation |
StandAloneAvailability is highly overall correlated with ExemptFromAssessmentDate | High correlation |
IsUploadedToSap is highly overall correlated with SapObjectId and 1 other fields | High correlation |
GraduateSkillsFrameworkApplicable is highly overall correlated with Module_Id and 3 other fields | High correlation |
ExemptFromAssessment is highly overall correlated with ExemptFromAssessmentDate and 1 other fields | High correlation |
ExemptFromAssessmentDate is highly overall correlated with SapObjectId and 15 other fields | High correlation |
IsHepatitisAImmunisationOffered is highly overall correlated with IsHepatitisBImmunisationOffered and 3 other fields | High correlation |
IsHepatitisBImmunisationOffered is highly overall correlated with IsHepatitisAImmunisationOffered and 3 other fields | High correlation |
IsTetanusImmunisationOffered is highly overall correlated with ExemptFromAssessmentDate and 3 other fields | High correlation |
SchoolCode is highly overall correlated with IsDummy and 8 other fields | High correlation |
Timestamp is highly overall correlated with Module_Id and 6 other fields | High correlation |
IsSapUploadDisabled is highly overall correlated with ExemptFromAssessmentDate and 2 other fields | High correlation |
TeachingLocation is highly overall correlated with ExemptFromAssessmentDate and 2 other fields | High correlation |
IsNew is highly imbalanced (71.7%) | Imbalance |
IsDummy is highly imbalanced (92.6%) | Imbalance |
Semester3Offered is highly imbalanced (68.4%) | Imbalance |
Delivery is highly imbalanced (76.8%) | Imbalance |
StandAloneAvailability is highly imbalanced (71.2%) | Imbalance |
IsUploadedToSap is highly imbalanced (73.6%) | Imbalance |
CoRequisiteComment is highly imbalanced (54.5%) | Imbalance |
Availability is highly imbalanced (90.5%) | Imbalance |
GraduateSkillsFrameworkApplicable is highly imbalanced (75.5%) | Imbalance |
ExemptFromAssessment is highly imbalanced (56.7%) | Imbalance |
IsHepatitisAImmunisationOffered is highly imbalanced (93.4%) | Imbalance |
IsHepatitisBImmunisationOffered is highly imbalanced (92.0%) | Imbalance |
IsTetanusImmunisationOffered is highly imbalanced (88.9%) | Imbalance |
IsAllergyScreeningOffered is highly imbalanced (97.2%) | Imbalance |
GeneralNotes is highly imbalanced (55.6%) | Imbalance |
MarkingScale is highly imbalanced (54.9%) | Imbalance |
Timestamp is highly imbalanced (87.1%) | Imbalance |
IsSapUploadDisabled is highly imbalanced (91.7%) | Imbalance |
TeachingLocation is highly imbalanced (73.4%) | Imbalance |
DateFtlcApproved has 654 (12.2%) missing values | Missing |
DateBosApproved has 478 (8.9%) missing values | Missing |
DateSapUploaded has 123 (2.3%) missing values | Missing |
PreRequisiteComment has 3519 (65.7%) missing values | Missing |
CoRequisiteComment has 4255 (79.4%) missing values | Missing |
Aims has 115 (2.1%) missing values | Missing |
OutlineOfSyllabus has 345 (6.4%) missing values | Missing |
IntendedKnowledgeOutcomes has 286 (5.3%) missing values | Missing |
IntendedSkillOutcomes has 314 (5.9%) missing values | Missing |
CriticalThinking has 217 (4.0%) missing values | Missing |
DataSynthesis has 217 (4.0%) missing values | Missing |
ActiveLearning has 217 (4.0%) missing values | Missing |
Numeracy has 217 (4.0%) missing values | Missing |
Literacy has 217 (4.0%) missing values | Missing |
SelfAwarenessAndReflection has 217 (4.0%) missing values | Missing |
InnovationAndCreativity has 217 (4.0%) missing values | Missing |
Initiative has 217 (4.0%) missing values | Missing |
Independence has 217 (4.0%) missing values | Missing |
Adaptability has 217 (4.0%) missing values | Missing |
ProblemSolving has 217 (4.0%) missing values | Missing |
Budgeting has 217 (4.0%) missing values | Missing |
Oral has 217 (4.0%) missing values | Missing |
ForeignLanguages has 217 (4.0%) missing values | Missing |
Interpersonal has 217 (4.0%) missing values | Missing |
WrittenOther has 217 (4.0%) missing values | Missing |
Collaboration has 217 (4.0%) missing values | Missing |
RelationshipBuilding has 217 (4.0%) missing values | Missing |
Leadership has 217 (4.0%) missing values | Missing |
Negotiation has 217 (4.0%) missing values | Missing |
PeerAssessmentReview has 217 (4.0%) missing values | Missing |
OccupationalAwareness has 217 (4.0%) missing values | Missing |
MarketAwareness has 217 (4.0%) missing values | Missing |
GovernanceAwareness has 217 (4.0%) missing values | Missing |
FinancialAwareness has 217 (4.0%) missing values | Missing |
BusinessPlanning has 217 (4.0%) missing values | Missing |
EthicalAwareness has 217 (4.0%) missing values | Missing |
SocialCulturalGlobalAwareness has 217 (4.0%) missing values | Missing |
LegalAwareness has 217 (4.0%) missing values | Missing |
SourceMaterials has 217 (4.0%) missing values | Missing |
SynthesiseAndPresentMaterials has 217 (4.0%) missing values | Missing |
UseOfComputerApplications has 217 (4.0%) missing values | Missing |
GoalSettingAndActionPlanning has 217 (4.0%) missing values | Missing |
DecisionMaking has 217 (4.0%) missing values | Missing |
TeachingRationaleAndRelationship has 339 (6.3%) missing values | Missing |
AssessmentRationaleAndRelationship has 224 (4.2%) missing values | Missing |
ExemptFromAssessmentDate has 4879 (91.0%) missing values | Missing |
ExemptFromAssessmentComment has 5039 (94.0%) missing values | Missing |
GeneralNotes has 4339 (81.0%) missing values | Missing |
NonStandardSessionOfOffering_id has 5359 (100.0%) missing values | Missing |
ModuleCode is uniformly distributed | Uniform |
Title is uniformly distributed | Uniform |
ShortTitle is uniformly distributed | Uniform |
OutlineOfSyllabus is uniformly distributed | Uniform |
IntendedSkillOutcomes is uniformly distributed | Uniform |
ModuleCode has unique values | Unique |
Module_Id has unique values | Unique |
NonStandardSessionOfOffering_id is an unsupported type, check if it needs cleaning or further analysis | Unsupported |
SapObjectId has 81 (1.5%) zeros | Zeros |
Semester1CreditValue has 2238 (41.8%) zeros | Zeros |
Semester2CreditValue has 2145 (40.0%) zeros | Zeros |
Semester3CreditValue has 5065 (94.5%) zeros | Zeros |
EctsCreditValue has 142 (2.6%) zeros | Zeros |
Reproduction
| Analysis started | 2023-05-11 20:36:00.232683 |
|---|---|
| Analysis finished | 2023-05-11 20:36:22.693364 |
| Duration | 22.46 seconds |
| Software version | ydata-profiling vv4.1.2 |
| Download configuration | config.json |
ModuleCode
Categorical
HIGH CARDINALITY  UNIFORM  UNIQUE 
| Distinct | 5359 |
|---|---|
| Distinct (%) | 100.0% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| ACC2002 | 1 |
|---|---|
| ENG3101 | 1 |
| MAS3998 | 1 |
| CSC3999 | 1 |
| CSC3998 | 1 |
| Other values (5354) |
Length
| Max length | 7 |
|---|---|
| Median length | 7 |
| Mean length | 7 |
| Min length | 7 |
Characters and Unicode
| Total characters | 37513 |
|---|---|
| Distinct characters | 35 |
| Distinct categories | 2 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 5359 ? |
|---|---|
| Unique (%) | 100.0% |
Sample
| 1st row | ACC2002 |
|---|---|
| 2nd row | ACC2003 |
| 3rd row | ACC2005 |
| 4th row | ACC2007 |
| 5th row | ACC2008 |
Common Values
| Value | Count | Frequency (%) |
| ACC2002 | 1 | < 0.1% |
| ENG3101 | 1 | < 0.1% |
| MAS3998 | 1 | < 0.1% |
| CSC3999 | 1 | < 0.1% |
| CSC3998 | 1 | < 0.1% |
| ARC8120 | 1 | < 0.1% |
| ARC8119 | 1 | < 0.1% |
| ARC8118 | 1 | < 0.1% |
| ARC8117 | 1 | < 0.1% |
| ARC8116 | 1 | < 0.1% |
| Other values (5349) | 5349 |
Length
| Value | Count | Frequency (%) |
| acc2002 | 1 | < 0.1% |
| acc3020 | 1 | < 0.1% |
| acc2007 | 1 | < 0.1% |
| acc2008 | 1 | < 0.1% |
| acc2009 | 1 | < 0.1% |
| acc2020 | 1 | < 0.1% |
| acc2021 | 1 | < 0.1% |
| acc2024 | 1 | < 0.1% |
| acc2025 | 1 | < 0.1% |
| acc2055 | 1 | < 0.1% |
| Other values (5349) | 5349 |
Most occurring characters
| Value | Count | Frequency (%) |
| 0 | 5265 | |
| 1 | 3130 | 8.3% |
| 8 | 2932 | 7.8% |
| 2 | 2725 | 7.3% |
| 3 | 2543 | 6.8% |
| S | 2185 | 5.8% |
| C | 2032 | 5.4% |
| E | 1808 | 4.8% |
| M | 1329 | 3.5% |
| 4 | 1126 | 3.0% |
| Other values (25) | 12438 |
Most occurring categories
| Value | Count | Frequency (%) |
| Decimal Number | 21436 | |
| Uppercase Letter | 16077 |
Most frequent character per category
Uppercase Letter
| Value | Count | Frequency (%) |
| S | 2185 | |
| C | 2032 | |
| E | 1808 | |
| M | 1329 | 8.3% |
| A | 1085 | 6.7% |
| L | 830 | 5.2% |
| P | 797 | 5.0% |
| H | 770 | 4.8% |
| N | 751 | 4.7% |
| U | 705 | 4.4% |
| Other values (15) | 3785 |
Decimal Number
| Value | Count | Frequency (%) |
| 0 | 5265 | |
| 1 | 3130 | |
| 8 | 2932 | |
| 2 | 2725 | |
| 3 | 2543 | |
| 4 | 1126 | 5.3% |
| 5 | 1111 | 5.2% |
| 9 | 976 | 4.6% |
| 6 | 869 | 4.1% |
| 7 | 759 | 3.5% |
Most occurring scripts
| Value | Count | Frequency (%) |
| Common | 21436 | |
| Latin | 16077 |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| S | 2185 | |
| C | 2032 | |
| E | 1808 | |
| M | 1329 | 8.3% |
| A | 1085 | 6.7% |
| L | 830 | 5.2% |
| P | 797 | 5.0% |
| H | 770 | 4.8% |
| N | 751 | 4.7% |
| U | 705 | 4.4% |
| Other values (15) | 3785 |
Common
| Value | Count | Frequency (%) |
| 0 | 5265 | |
| 1 | 3130 | |
| 8 | 2932 | |
| 2 | 2725 | |
| 3 | 2543 | |
| 4 | 1126 | 5.3% |
| 5 | 1111 | 5.2% |
| 9 | 976 | 4.6% |
| 6 | 869 | 4.1% |
| 7 | 759 | 3.5% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 37513 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 0 | 5265 | |
| 1 | 3130 | 8.3% |
| 8 | 2932 | 7.8% |
| 2 | 2725 | 7.3% |
| 3 | 2543 | 6.8% |
| S | 2185 | 5.8% |
| C | 2032 | 5.4% |
| E | 1808 | 4.8% |
| M | 1329 | 3.5% |
| 4 | 1126 | 3.0% |
| Other values (25) | 12438 |
SapObjectId
Real number (ℝ)
HIGH CORRELATION  ZEROS 
| Distinct | 5279 |
|---|---|
| Distinct (%) | 98.5% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 51097933 |
| Minimum | 0 |
|---|---|
| Maximum | 53517920 |
| Zeros | 81 |
| Zeros (%) | 1.5% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 42.0 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 50343396 |
| Q1 | 51047078 |
| median | 51963486 |
| Q3 | 52730446 |
| 95-th percentile | 53173579 |
| Maximum | 53517920 |
| Range | 53517920 |
| Interquartile range (IQR) | 1683367 |
Descriptive statistics
| Standard deviation | 6397022.6 |
|---|---|
| Coefficient of variation (CV) | 0.12519142 |
| Kurtosis | 58.613604 |
| Mean | 51097933 |
| Median Absolute Deviation (MAD) | 778192 |
| Skewness | -7.6989159 |
| Sum | 2.7383383 × 1011 |
| Variance | 4.0921898 × 1013 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 0 | 81 | 1.5% |
| 52534393 | 1 | < 0.1% |
| 52534391 | 1 | < 0.1% |
| 52455237 | 1 | < 0.1% |
| 52351826 | 1 | < 0.1% |
| 52352380 | 1 | < 0.1% |
| 52354777 | 1 | < 0.1% |
| 52354778 | 1 | < 0.1% |
| 52353591 | 1 | < 0.1% |
| 52353592 | 1 | < 0.1% |
| Other values (5269) | 5269 |
| Value | Count | Frequency (%) |
| 0 | 81 | |
| 50340718 | 1 | < 0.1% |
| 50340719 | 1 | < 0.1% |
| 50340720 | 1 | < 0.1% |
| 50340721 | 1 | < 0.1% |
| 50340733 | 1 | < 0.1% |
| 50340739 | 1 | < 0.1% |
| 50340740 | 1 | < 0.1% |
| 50340741 | 1 | < 0.1% |
| 50340743 | 1 | < 0.1% |
| Value | Count | Frequency (%) |
| 53517920 | 1 | |
| 53517919 | 1 | |
| 53517918 | 1 | |
| 53517917 | 1 | |
| 53517916 | 1 | |
| 53517915 | 1 | |
| 53456274 | 1 | |
| 53456273 | 1 | |
| 53432699 | 1 | |
| 53432698 | 1 |
Title
Categorical
HIGH CARDINALITY  UNIFORM 
| Distinct | 4522 |
|---|---|
| Distinct (%) | 84.4% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| Academic Tutoring | 33 |
|---|---|
| Dissertation | 28 |
| Research Project | 10 |
| Research Methods | 7 |
| Intercalating Year Reflective Learning Account | 7 |
| Other values (4517) |
Length
| Max length | 151 |
|---|---|
| Median length | 94 |
| Mean length | 35.743609 |
| Min length | 3 |
Characters and Unicode
| Total characters | 191550 |
|---|---|
| Distinct characters | 86 |
| Distinct categories | 11 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 3 ? |
Unique
| Unique | 3906 ? |
|---|---|
| Unique (%) | 72.9% |
Sample
| 1st row | Managerial and Business Economics |
|---|---|
| 2nd row | Financial Control |
| 3rd row | Intermediate Financial Accounting |
| 4th row | Responsible Corporate Finance |
| 5th row | Introduction to Corporate Finance |
Common Values
| Value | Count | Frequency (%) |
| Academic Tutoring | 33 | 0.6% |
| Dissertation | 28 | 0.5% |
| Research Project | 10 | 0.2% |
| Research Methods | 7 | 0.1% |
| Intercalating Year Reflective Learning Account | 7 | 0.1% |
| Intercalating Year Personal Learning Record | 7 | 0.1% |
| International Entrepreneurship | 6 | 0.1% |
| English for Academic Purposes (40 Credits Version) | 6 | 0.1% |
| Financial Analysis | 5 | 0.1% |
| Consumer Behaviour | 5 | 0.1% |
| Other values (4512) | 5245 |
Length
| Value | Count | Frequency (%) |
| and | 1789 | 7.0% |
| in | 663 | 2.6% |
| of | 510 | 2.0% |
| the | 504 | 2.0% |
| for | 385 | 1.5% |
| 362 | 1.4% | |
| project | 310 | 1.2% |
| research | 298 | 1.2% |
| to | 277 | 1.1% |
| 1 | 264 | 1.0% |
| Other values (2978) | 20018 |
Most occurring characters
| Value | Count | Frequency (%) |
| 20041 | 10.5% | |
| e | 16588 | 8.7% |
| n | 14591 | 7.6% |
| i | 14020 | 7.3% |
| a | 13221 | 6.9% |
| t | 11883 | 6.2% |
| o | 11002 | 5.7% |
| r | 10457 | 5.5% |
| s | 9470 | 4.9% |
| c | 7121 | 3.7% |
| Other values (76) | 63156 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 146865 | |
| Uppercase Letter | 20403 | 10.7% |
| Space Separator | 20041 | 10.5% |
| Other Punctuation | 1538 | 0.8% |
| Decimal Number | 1320 | 0.7% |
| Open Punctuation | 493 | 0.3% |
| Close Punctuation | 492 | 0.3% |
| Dash Punctuation | 393 | 0.2% |
| Final Punctuation | 3 | < 0.1% |
| Math Symbol | 1 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 16588 | |
| n | 14591 | |
| i | 14020 | |
| a | 13221 | |
| t | 11883 | 8.1% |
| o | 11002 | 7.5% |
| r | 10457 | 7.1% |
| s | 9470 | 6.4% |
| c | 7121 | 4.8% |
| l | 6555 | 4.5% |
| Other values (22) | 31957 |
Uppercase Letter
| Value | Count | Frequency (%) |
| S | 2295 | |
| P | 2129 | |
| M | 1675 | 8.2% |
| A | 1665 | 8.2% |
| C | 1629 | 8.0% |
| E | 1498 | 7.3% |
| I | 1485 | 7.3% |
| D | 1179 | 5.8% |
| T | 993 | 4.9% |
| L | 914 | 4.5% |
| Other values (16) | 4941 |
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 449 | |
| 2 | 340 | |
| 0 | 146 | 11.1% |
| 3 | 78 | 5.9% |
| 9 | 65 | 4.9% |
| 4 | 63 | 4.8% |
| 5 | 50 | 3.8% |
| 8 | 47 | 3.6% |
| 6 | 45 | 3.4% |
| 7 | 37 | 2.8% |
Other Punctuation
| Value | Count | Frequency (%) |
| : | 693 | |
| , | 470 | |
| & | 216 | 14.0% |
| . | 58 | 3.8% |
| / | 46 | 3.0% |
| ' | 29 | 1.9% |
| ; | 15 | 1.0% |
| ? | 11 | 0.7% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 479 | |
| [ | 14 | 2.8% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 478 | |
| ] | 14 | 2.8% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 385 | |
| – | 8 | 2.0% |
Space Separator
| Value | Count | Frequency (%) |
| 20041 |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 3 |
Math Symbol
| Value | Count | Frequency (%) |
| + | 1 |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 1 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 167268 | |
| Common | 24282 | 12.7% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 16588 | 9.9% |
| n | 14591 | 8.7% |
| i | 14020 | 8.4% |
| a | 13221 | 7.9% |
| t | 11883 | 7.1% |
| o | 11002 | 6.6% |
| r | 10457 | 6.3% |
| s | 9470 | 5.7% |
| c | 7121 | 4.3% |
| l | 6555 | 3.9% |
| Other values (48) | 52360 |
Common
| Value | Count | Frequency (%) |
| 20041 | ||
| : | 693 | 2.9% |
| ( | 479 | 2.0% |
| ) | 478 | 2.0% |
| , | 470 | 1.9% |
| 1 | 449 | 1.8% |
| - | 385 | 1.6% |
| 2 | 340 | 1.4% |
| & | 216 | 0.9% |
| 0 | 146 | 0.6% |
| Other values (18) | 585 | 2.4% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 191523 | |
| None | 15 | < 0.1% |
| Punctuation | 12 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 20041 | 10.5% | |
| e | 16588 | 8.7% |
| n | 14591 | 7.6% |
| i | 14020 | 7.3% |
| a | 13221 | 6.9% |
| t | 11883 | 6.2% |
| o | 11002 | 5.7% |
| r | 10457 | 5.5% |
| s | 9470 | 4.9% |
| c | 7121 | 3.7% |
| Other values (67) | 63129 |
Punctuation
| Value | Count | Frequency (%) |
| – | 8 | |
| ’ | 3 | 25.0% |
| ‘ | 1 | 8.3% |
None
| Value | Count | Frequency (%) |
| ó | 4 | |
| à | 3 | |
| é | 3 | |
| ñ | 2 | |
| í | 2 | |
| è | 1 | 6.7% |
ShortTitle
Categorical
HIGH CARDINALITY  UNIFORM 
| Distinct | 4391 |
|---|---|
| Distinct (%) | 81.9% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| Dissertation | 39 |
|---|---|
| Academic Tutoring | 34 |
| TBC | 31 |
| Research Methods | 12 |
| Research Project | 12 |
| Other values (4386) |
Length
| Max length | 40 |
|---|---|
| Median length | 28 |
| Mean length | 25.86434 |
| Min length | 3 |
Characters and Unicode
| Total characters | 138607 |
|---|---|
| Distinct characters | 85 |
| Distinct categories | 11 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 3 ? |
Unique
| Unique | 3740 ? |
|---|---|
| Unique (%) | 69.8% |
Sample
| 1st row | Managerial and Business Economics |
|---|---|
| 2nd row | Financial Control |
| 3rd row | Intermediate Financial Accounting |
| 4th row | Responsible Corporate Finance |
| 5th row | Introduction to Corporate Finance |
Common Values
| Value | Count | Frequency (%) |
| Dissertation | 39 | 0.7% |
| Academic Tutoring | 34 | 0.6% |
| TBC | 31 | 0.6% |
| Research Methods | 12 | 0.2% |
| Research Project | 12 | 0.2% |
| EAP (40 credits) | 8 | 0.1% |
| Research Skills | 7 | 0.1% |
| Intercalating Year Personal Learning Rec | 7 | 0.1% |
| Research Dissertation | 6 | 0.1% |
| Economics | 6 | 0.1% |
| Other values (4381) | 5197 |
Length
| Value | Count | Frequency (%) |
| and | 988 | 5.1% |
| 511 | 2.7% | |
| in | 432 | 2.2% |
| of | 358 | 1.9% |
| project | 277 | 1.4% |
| the | 269 | 1.4% |
| research | 257 | 1.3% |
| for | 236 | 1.2% |
| 2 | 204 | 1.1% |
| 1 | 200 | 1.0% |
| Other values (2951) | 15541 |
Most occurring characters
| Value | Count | Frequency (%) |
| 13923 | 10.0% | |
| e | 11513 | 8.3% |
| i | 10193 | 7.4% |
| n | 10149 | 7.3% |
| a | 9210 | 6.6% |
| t | 8524 | 6.1% |
| o | 8030 | 5.8% |
| r | 7338 | 5.3% |
| s | 6894 | 5.0% |
| c | 5291 | 3.8% |
| Other values (75) | 47542 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 104599 | |
| Uppercase Letter | 17225 | 12.4% |
| Space Separator | 13923 | 10.0% |
| Other Punctuation | 1130 | 0.8% |
| Decimal Number | 950 | 0.7% |
| Dash Punctuation | 266 | 0.2% |
| Open Punctuation | 258 | 0.2% |
| Close Punctuation | 253 | 0.2% |
| Math Symbol | 1 | < 0.1% |
| Final Punctuation | 1 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 11513 | |
| i | 10193 | |
| n | 10149 | |
| a | 9210 | |
| t | 8524 | 8.1% |
| o | 8030 | 7.7% |
| r | 7338 | 7.0% |
| s | 6894 | 6.6% |
| c | 5291 | 5.1% |
| l | 4839 | 4.6% |
| Other values (21) | 22618 |
Uppercase Letter
| Value | Count | Frequency (%) |
| S | 1887 | |
| P | 1852 | |
| M | 1477 | 8.6% |
| C | 1394 | 8.1% |
| A | 1351 | 7.8% |
| I | 1271 | 7.4% |
| E | 1210 | 7.0% |
| D | 1014 | 5.9% |
| T | 842 | 4.9% |
| L | 803 | 4.7% |
| Other values (16) | 4124 |
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 342 | |
| 2 | 302 | |
| 0 | 78 | 8.2% |
| 3 | 57 | 6.0% |
| 4 | 48 | 5.1% |
| 9 | 33 | 3.5% |
| 6 | 29 | 3.1% |
| 5 | 24 | 2.5% |
| 7 | 19 | 2.0% |
| 8 | 18 | 1.9% |
Other Punctuation
| Value | Count | Frequency (%) |
| & | 439 | |
| , | 260 | |
| : | 250 | |
| . | 93 | 8.2% |
| ' | 42 | 3.7% |
| / | 32 | 2.8% |
| ; | 8 | 0.7% |
| ? | 6 | 0.5% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 262 | |
| – | 4 | 1.5% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 257 | |
| [ | 1 | 0.4% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 252 | |
| ] | 1 | 0.4% |
Space Separator
| Value | Count | Frequency (%) |
| 13923 |
Math Symbol
| Value | Count | Frequency (%) |
| + | 1 |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 1 |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 1 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 121824 | |
| Common | 16783 | 12.1% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 11513 | 9.5% |
| i | 10193 | 8.4% |
| n | 10149 | 8.3% |
| a | 9210 | 7.6% |
| t | 8524 | 7.0% |
| o | 8030 | 6.6% |
| r | 7338 | 6.0% |
| s | 6894 | 5.7% |
| c | 5291 | 4.3% |
| l | 4839 | 4.0% |
| Other values (47) | 39843 |
Common
| Value | Count | Frequency (%) |
| 13923 | ||
| & | 439 | 2.6% |
| 1 | 342 | 2.0% |
| 2 | 302 | 1.8% |
| - | 262 | 1.6% |
| , | 260 | 1.5% |
| ( | 257 | 1.5% |
| ) | 252 | 1.5% |
| : | 250 | 1.5% |
| . | 93 | 0.6% |
| Other values (18) | 403 | 2.4% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 138590 | |
| None | 11 | < 0.1% |
| Punctuation | 6 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 13923 | 10.0% | |
| e | 11513 | 8.3% |
| i | 10193 | 7.4% |
| n | 10149 | 7.3% |
| a | 9210 | 6.6% |
| t | 8524 | 6.2% |
| o | 8030 | 5.8% |
| r | 7338 | 5.3% |
| s | 6894 | 5.0% |
| c | 5291 | 3.8% |
| Other values (67) | 47525 |
Punctuation
| Value | Count | Frequency (%) |
| – | 4 | |
| ’ | 1 | 16.7% |
| ‘ | 1 | 16.7% |
None
| Value | Count | Frequency (%) |
| ó | 3 | |
| é | 3 | |
| à | 3 | |
| í | 1 | 9.1% |
| ñ | 1 | 9.1% |
MaxCapacity
Real number (ℝ)
| Distinct | 48 |
|---|---|
| Distinct (%) | 0.9% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 934.00093 |
| Minimum | 5 |
|---|---|
| Maximum | 999 |
| Zeros | 0 |
| Zeros (%) | 0.0% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 42.0 KiB |
Quantile statistics
| Minimum | 5 |
|---|---|
| 5-th percentile | 60 |
| Q1 | 999 |
| median | 999 |
| Q3 | 999 |
| 95-th percentile | 999 |
| Maximum | 999 |
| Range | 994 |
| Interquartile range (IQR) | 0 |
Descriptive statistics
| Standard deviation | 239.22691 |
|---|---|
| Coefficient of variation (CV) | 0.25613134 |
| Kurtosis | 9.7672068 |
| Mean | 934.00093 |
| Median Absolute Deviation (MAD) | 0 |
| Skewness | -3.4232546 |
| Sum | 5005311 |
| Variance | 57229.513 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 999 | 4989 | |
| 20 | 82 | 1.5% |
| 50 | 43 | 0.8% |
| 40 | 33 | 0.6% |
| 30 | 22 | 0.4% |
| 60 | 20 | 0.4% |
| 48 | 18 | 0.3% |
| 100 | 18 | 0.3% |
| 10 | 15 | 0.3% |
| 15 | 12 | 0.2% |
| Other values (38) | 107 | 2.0% |
| Value | Count | Frequency (%) |
| 5 | 1 | < 0.1% |
| 10 | 15 | 0.3% |
| 12 | 2 | < 0.1% |
| 14 | 1 | < 0.1% |
| 15 | 12 | 0.2% |
| 16 | 6 | 0.1% |
| 18 | 1 | < 0.1% |
| 20 | 82 | |
| 24 | 3 | 0.1% |
| 25 | 2 | < 0.1% |
| Value | Count | Frequency (%) |
| 999 | 4989 | |
| 365 | 3 | 0.1% |
| 360 | 2 | < 0.1% |
| 350 | 2 | < 0.1% |
| 280 | 2 | < 0.1% |
| 240 | 1 | < 0.1% |
| 220 | 1 | < 0.1% |
| 200 | 1 | < 0.1% |
| 180 | 2 | < 0.1% |
| 175 | 1 | < 0.1% |
IsNew
Boolean
HIGH CORRELATION  IMBALANCE 
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False | |
|---|---|
| True | 264 |
| Value | Count | Frequency (%) |
| False | 5095 | |
| True | 264 | 4.9% |
IsDummy
Boolean
HIGH CORRELATION  IMBALANCE 
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False | |
|---|---|
| True | 48 |
| Value | Count | Frequency (%) |
| False | 5311 | |
| True | 48 | 0.9% |
Semester1Offered
Boolean
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| True | |
|---|---|
| False |
| Value | Count | Frequency (%) |
| True | 3185 | |
| False | 2174 |
Semester1CreditValue
Real number (ℝ)
HIGH CORRELATION  ZEROS 
| Distinct | 17 |
|---|---|
| Distinct (%) | 0.3% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 9.1619705 |
| Minimum | 0 |
|---|---|
| Maximum | 70 |
| Zeros | 2238 |
| Zeros (%) | 41.8% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 42.0 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 0 |
| Q1 | 0 |
| median | 10 |
| Q3 | 15 |
| 95-th percentile | 20 |
| Maximum | 70 |
| Range | 70 |
| Interquartile range (IQR) | 15 |
Descriptive statistics
| Standard deviation | 10.812748 |
|---|---|
| Coefficient of variation (CV) | 1.1801772 |
| Kurtosis | 6.3244518 |
| Mean | 9.1619705 |
| Median Absolute Deviation (MAD) | 10 |
| Skewness | 1.9830387 |
| Sum | 49099 |
| Variance | 116.91553 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 0 | 2238 | |
| 10 | 1623 | |
| 20 | 1058 | |
| 15 | 126 | 2.4% |
| 5 | 99 | 1.8% |
| 60 | 77 | 1.4% |
| 30 | 59 | 1.1% |
| 40 | 36 | 0.7% |
| 50 | 22 | 0.4% |
| 3 | 6 | 0.1% |
| Other values (7) | 15 | 0.3% |
| Value | Count | Frequency (%) |
| 0 | 2238 | |
| 1 | 2 | < 0.1% |
| 3 | 6 | 0.1% |
| 5 | 99 | 1.8% |
| 6 | 3 | 0.1% |
| 10 | 1623 | |
| 13 | 2 | < 0.1% |
| 15 | 126 | 2.4% |
| 20 | 1058 | |
| 25 | 4 | 0.1% |
| Value | Count | Frequency (%) |
| 70 | 2 | < 0.1% |
| 60 | 77 | 1.4% |
| 55 | 1 | < 0.1% |
| 50 | 22 | 0.4% |
| 40 | 36 | 0.7% |
| 35 | 1 | < 0.1% |
| 30 | 59 | 1.1% |
| 25 | 4 | 0.1% |
| 20 | 1058 | |
| 15 | 126 | 2.4% |
Semester2Offered
Boolean
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| True | |
|---|---|
| False |
| Value | Count | Frequency (%) |
| True | 3268 | |
| False | 2091 |
Semester2CreditValue
Real number (ℝ)
HIGH CORRELATION  ZEROS 
| Distinct | 18 |
|---|---|
| Distinct (%) | 0.3% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 9.6969584 |
| Minimum | 0 |
|---|---|
| Maximum | 70 |
| Zeros | 2145 |
| Zeros (%) | 40.0% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 42.0 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 0 |
| Q1 | 0 |
| median | 10 |
| Q3 | 20 |
| 95-th percentile | 20 |
| Maximum | 70 |
| Range | 70 |
| Interquartile range (IQR) | 20 |
Descriptive statistics
| Standard deviation | 11.080872 |
|---|---|
| Coefficient of variation (CV) | 1.1427162 |
| Kurtosis | 5.4760812 |
| Mean | 9.6969584 |
| Median Absolute Deviation (MAD) | 10 |
| Skewness | 1.8484721 |
| Sum | 51966 |
| Variance | 122.78571 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 0 | 2145 | |
| 10 | 1568 | |
| 20 | 1152 | |
| 15 | 130 | 2.4% |
| 5 | 109 | 2.0% |
| 60 | 78 | 1.5% |
| 30 | 77 | 1.4% |
| 40 | 47 | 0.9% |
| 50 | 21 | 0.4% |
| 25 | 10 | 0.2% |
| Other values (8) | 22 | 0.4% |
| Value | Count | Frequency (%) |
| 0 | 2145 | |
| 1 | 2 | < 0.1% |
| 2 | 1 | < 0.1% |
| 3 | 6 | 0.1% |
| 5 | 109 | 2.0% |
| 10 | 1568 | |
| 12 | 2 | < 0.1% |
| 15 | 130 | 2.4% |
| 20 | 1152 | |
| 25 | 10 | 0.2% |
| Value | Count | Frequency (%) |
| 70 | 2 | < 0.1% |
| 60 | 78 | 1.5% |
| 55 | 3 | 0.1% |
| 50 | 21 | 0.4% |
| 45 | 2 | < 0.1% |
| 40 | 47 | 0.9% |
| 35 | 4 | 0.1% |
| 30 | 77 | 1.4% |
| 25 | 10 | 0.2% |
| 20 | 1152 |
Semester3Offered
Boolean
HIGH CORRELATION  IMBALANCE 
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False | |
|---|---|
| True | 306 |
| Value | Count | Frequency (%) |
| False | 5053 | |
| True | 306 | 5.7% |
Semester3CreditValue
Real number (ℝ)
HIGH CORRELATION  ZEROS 
| Distinct | 17 |
|---|---|
| Distinct (%) | 0.3% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 2.0498227 |
| Minimum | 0 |
|---|---|
| Maximum | 70 |
| Zeros | 5065 |
| Zeros (%) | 94.5% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 42.0 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 0 |
| Q1 | 0 |
| median | 0 |
| Q3 | 0 |
| 95-th percentile | 10 |
| Maximum | 70 |
| Range | 70 |
| Interquartile range (IQR) | 0 |
Descriptive statistics
| Standard deviation | 9.9701093 |
|---|---|
| Coefficient of variation (CV) | 4.8638885 |
| Kurtosis | 25.90044 |
| Mean | 2.0498227 |
| Median Absolute Deviation (MAD) | 0 |
| Skewness | 5.1760999 |
| Sum | 10985 |
| Variance | 99.403079 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 0 | 5065 | |
| 60 | 107 | 2.0% |
| 10 | 57 | 1.1% |
| 20 | 31 | 0.6% |
| 50 | 24 | 0.4% |
| 40 | 20 | 0.4% |
| 5 | 16 | 0.3% |
| 30 | 12 | 0.2% |
| 55 | 7 | 0.1% |
| 4 | 6 | 0.1% |
| Other values (7) | 14 | 0.3% |
| Value | Count | Frequency (%) |
| 0 | 5065 | |
| 1 | 1 | < 0.1% |
| 4 | 6 | 0.1% |
| 5 | 16 | 0.3% |
| 10 | 57 | 1.1% |
| 15 | 4 | 0.1% |
| 20 | 31 | 0.6% |
| 25 | 2 | < 0.1% |
| 30 | 12 | 0.2% |
| 40 | 20 | 0.4% |
| Value | Count | Frequency (%) |
| 70 | 2 | < 0.1% |
| 68 | 1 | < 0.1% |
| 60 | 107 | |
| 55 | 7 | 0.1% |
| 54 | 3 | 0.1% |
| 50 | 24 | 0.4% |
| 45 | 1 | < 0.1% |
| 40 | 20 | 0.4% |
| 30 | 12 | 0.2% |
| 25 | 2 | < 0.1% |
EctsCreditValue
Real number (ℝ)
HIGH CORRELATION  ZEROS 
| Distinct | 22 |
|---|---|
| Distinct (%) | 0.4% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 10.46296 |
| Minimum | 0 |
|---|---|
| Maximum | 90 |
| Zeros | 142 |
| Zeros (%) | 2.6% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 42.0 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 5 |
| Q1 | 5 |
| median | 10 |
| Q3 | 10 |
| 95-th percentile | 30 |
| Maximum | 90 |
| Range | 90 |
| Interquartile range (IQR) | 5 |
Descriptive statistics
| Standard deviation | 8.7053762 |
|---|---|
| Coefficient of variation (CV) | 0.83201853 |
| Kurtosis | 14.910197 |
| Mean | 10.46296 |
| Median Absolute Deviation (MAD) | 0 |
| Skewness | 3.419522 |
| Sum | 56071 |
| Variance | 75.783575 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 10 | 2696 | |
| 5 | 1619 | |
| 20 | 214 | 4.0% |
| 30 | 179 | 3.3% |
| 8 | 148 | 2.8% |
| 15 | 143 | 2.7% |
| 0 | 142 | 2.6% |
| 60 | 61 | 1.1% |
| 40 | 52 | 1.0% |
| 3 | 39 | 0.7% |
| Other values (12) | 66 | 1.2% |
| Value | Count | Frequency (%) |
| 0 | 142 | 2.6% |
| 1 | 2 | < 0.1% |
| 2 | 1 | < 0.1% |
| 3 | 39 | 0.7% |
| 5 | 1619 | |
| 8 | 148 | 2.8% |
| 10 | 2696 | |
| 13 | 9 | 0.2% |
| 15 | 143 | 2.7% |
| 20 | 214 | 4.0% |
| Value | Count | Frequency (%) |
| 90 | 1 | < 0.1% |
| 75 | 1 | < 0.1% |
| 60 | 61 | 1.1% |
| 55 | 4 | 0.1% |
| 50 | 11 | 0.2% |
| 45 | 6 | 0.1% |
| 40 | 52 | 1.0% |
| 35 | 8 | 0.1% |
| 30 | 179 | |
| 28 | 1 | < 0.1% |
FheqLevel
Real number (ℝ)
| Distinct | 6 |
|---|---|
| Distinct (%) | 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 5.9387946 |
| Minimum | 3 |
|---|---|
| Maximum | 8 |
| Zeros | 0 |
| Zeros (%) | 0.0% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 42.0 KiB |
Quantile statistics
| Minimum | 3 |
|---|---|
| 5-th percentile | 4 |
| Q1 | 5 |
| median | 6 |
| Q3 | 7 |
| 95-th percentile | 7 |
| Maximum | 8 |
| Range | 5 |
| Interquartile range (IQR) | 2 |
Descriptive statistics
| Standard deviation | 1.1553408 |
|---|---|
| Coefficient of variation (CV) | 0.1945413 |
| Kurtosis | -0.39171346 |
| Mean | 5.9387946 |
| Median Absolute Deviation (MAD) | 1 |
| Skewness | -0.79076249 |
| Sum | 31826 |
| Variance | 1.3348124 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 7 | 2244 | |
| 6 | 1426 | |
| 5 | 881 | 16.4% |
| 4 | 623 | 11.6% |
| 3 | 163 | 3.0% |
| 8 | 22 | 0.4% |
| Value | Count | Frequency (%) |
| 3 | 163 | 3.0% |
| 4 | 623 | 11.6% |
| 5 | 881 | 16.4% |
| 6 | 1426 | |
| 7 | 2244 | |
| 8 | 22 | 0.4% |
| Value | Count | Frequency (%) |
| 8 | 22 | 0.4% |
| 7 | 2244 | |
| 6 | 1426 | |
| 5 | 881 | 16.4% |
| 4 | 623 | 11.6% |
| 3 | 163 | 3.0% |
Mode
Categorical
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 12 |
| Missing (%) | 0.2% |
| Memory size | 42.0 KiB |
| L | |
|---|---|
| B |
Length
| Max length | 1 |
|---|---|
| Median length | 1 |
| Mean length | 1 |
| Min length | 1 |
Characters and Unicode
| Total characters | 5347 |
|---|---|
| Distinct characters | 2 |
| Distinct categories | 1 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | L |
|---|---|
| 2nd row | L |
| 3rd row | L |
| 4th row | L |
| 5th row | L |
Common Values
| Value | Count | Frequency (%) |
| L | 4726 | |
| B | 621 | 11.6% |
| (Missing) | 12 | 0.2% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| l | 4726 | |
| b | 621 | 11.6% |
Most occurring characters
| Value | Count | Frequency (%) |
| L | 4726 | |
| B | 621 | 11.6% |
Most occurring categories
| Value | Count | Frequency (%) |
| Uppercase Letter | 5347 |
Most frequent character per category
Uppercase Letter
| Value | Count | Frequency (%) |
| L | 4726 | |
| B | 621 | 11.6% |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 5347 |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| L | 4726 | |
| B | 621 | 11.6% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 5347 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| L | 4726 | |
| B | 621 | 11.6% |
Delivery
Categorical
HIGH CORRELATION  IMBALANCE 
| Distinct | 5 |
|---|---|
| Distinct (%) | 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| ST | |
|---|---|
| BL | 445 |
| DEL | 55 |
| DL | 12 |
| EL | 12 |
Length
| Max length | 3 |
|---|---|
| Median length | 2 |
| Mean length | 2.0102631 |
| Min length | 2 |
Characters and Unicode
| Total characters | 10773 |
|---|---|
| Distinct characters | 6 |
| Distinct categories | 1 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | ST |
|---|---|
| 2nd row | ST |
| 3rd row | ST |
| 4th row | ST |
| 5th row | ST |
Common Values
| Value | Count | Frequency (%) |
| ST | 4835 | |
| BL | 445 | 8.3% |
| DEL | 55 | 1.0% |
| DL | 12 | 0.2% |
| EL | 12 | 0.2% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| st | 4835 | |
| bl | 445 | 8.3% |
| del | 55 | 1.0% |
| dl | 12 | 0.2% |
| el | 12 | 0.2% |
Most occurring characters
| Value | Count | Frequency (%) |
| S | 4835 | |
| T | 4835 | |
| L | 524 | 4.9% |
| B | 445 | 4.1% |
| D | 67 | 0.6% |
| E | 67 | 0.6% |
Most occurring categories
| Value | Count | Frequency (%) |
| Uppercase Letter | 10773 |
Most frequent character per category
Uppercase Letter
| Value | Count | Frequency (%) |
| S | 4835 | |
| T | 4835 | |
| L | 524 | 4.9% |
| B | 445 | 4.1% |
| D | 67 | 0.6% |
| E | 67 | 0.6% |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 10773 |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| S | 4835 | |
| T | 4835 | |
| L | 524 | 4.9% |
| B | 445 | 4.1% |
| D | 67 | 0.6% |
| E | 67 | 0.6% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 10773 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| S | 4835 | |
| T | 4835 | |
| L | 524 | 4.9% |
| B | 445 | 4.1% |
| D | 67 | 0.6% |
| E | 67 | 0.6% |
StandAloneAvailability
Categorical
HIGH CORRELATION  IMBALANCE 
| Distinct | 3 |
|---|---|
| Distinct (%) | 0.1% |
| Missing | 3 |
| Missing (%) | 0.1% |
| Memory size | 42.0 KiB |
| N | |
|---|---|
| D | 410 |
| S | 43 |
Length
| Max length | 1 |
|---|---|
| Median length | 1 |
| Mean length | 1 |
| Min length | 1 |
Characters and Unicode
| Total characters | 5356 |
|---|---|
| Distinct characters | 3 |
| Distinct categories | 1 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | N |
|---|---|
| 2nd row | N |
| 3rd row | N |
| 4th row | N |
| 5th row | N |
Common Values
| Value | Count | Frequency (%) |
| N | 4903 | |
| D | 410 | 7.7% |
| S | 43 | 0.8% |
| (Missing) | 3 | 0.1% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| n | 4903 | |
| d | 410 | 7.7% |
| s | 43 | 0.8% |
Most occurring characters
| Value | Count | Frequency (%) |
| N | 4903 | |
| D | 410 | 7.7% |
| S | 43 | 0.8% |
Most occurring categories
| Value | Count | Frequency (%) |
| Uppercase Letter | 5356 |
Most frequent character per category
Uppercase Letter
| Value | Count | Frequency (%) |
| N | 4903 | |
| D | 410 | 7.7% |
| S | 43 | 0.8% |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 5356 |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| N | 4903 | |
| D | 410 | 7.7% |
| S | 43 | 0.8% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 5356 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| N | 4903 | |
| D | 410 | 7.7% |
| S | 43 | 0.8% |
IsOffered
Boolean
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| True | |
|---|---|
| False |
| Value | Count | Frequency (%) |
| True | 3329 | |
| False | 2030 |
IsFtlcApproved
Boolean
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| True |
|---|
| Value | Count | Frequency (%) |
| True | 5359 |
DateFtlcApproved
Categorical
HIGH CARDINALITY  MISSING 
| Distinct | 194 |
|---|---|
| Distinct (%) | 4.1% |
| Missing | 654 |
| Missing (%) | 12.2% |
| Memory size | 42.0 KiB |
| 02-02-2022 | |
|---|---|
| 08-02-2022 | |
| 13-02-2022 | |
| 27-01-2022 | |
| 10-02-2022 | |
| Other values (189) |
Length
| Max length | 10 |
|---|---|
| Median length | 10 |
| Mean length | 10 |
| Min length | 10 |
Characters and Unicode
| Total characters | 47050 |
|---|---|
| Distinct characters | 11 |
| Distinct categories | 2 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 56 ? |
|---|---|
| Unique (%) | 1.2% |
Sample
| 1st row | 02-02-2022 |
|---|---|
| 2nd row | 02-02-2022 |
| 3rd row | 02-02-2022 |
| 4th row | 02-02-2022 |
| 5th row | 02-02-2022 |
Common Values
| Value | Count | Frequency (%) |
| 02-02-2022 | 604 | 11.3% |
| 08-02-2022 | 561 | 10.5% |
| 13-02-2022 | 388 | 7.2% |
| 27-01-2022 | 328 | 6.1% |
| 10-02-2022 | 293 | 5.5% |
| 28-01-2022 | 289 | 5.4% |
| 31-01-2022 | 221 | 4.1% |
| 07-03-2022 | 178 | 3.3% |
| 26-01-2022 | 177 | 3.3% |
| 07-02-2022 | 155 | 2.9% |
| Other values (184) | 1511 | |
| (Missing) | 654 |
Length
| Value | Count | Frequency (%) |
| 02-02-2022 | 604 | 12.8% |
| 08-02-2022 | 561 | 11.9% |
| 13-02-2022 | 388 | 8.2% |
| 27-01-2022 | 328 | 7.0% |
| 10-02-2022 | 293 | 6.2% |
| 28-01-2022 | 289 | 6.1% |
| 31-01-2022 | 221 | 4.7% |
| 07-03-2022 | 178 | 3.8% |
| 26-01-2022 | 177 | 3.8% |
| 07-02-2022 | 155 | 3.3% |
| Other values (184) | 1511 |
Most occurring characters
| Value | Count | Frequency (%) |
| 2 | 18466 | |
| 0 | 11613 | |
| - | 9410 | |
| 1 | 3100 | 6.6% |
| 3 | 1581 | 3.4% |
| 8 | 1095 | 2.3% |
| 7 | 740 | 1.6% |
| 6 | 319 | 0.7% |
| 4 | 315 | 0.7% |
| 9 | 209 | 0.4% |
Most occurring categories
| Value | Count | Frequency (%) |
| Decimal Number | 37640 | |
| Dash Punctuation | 9410 | 20.0% |
Most frequent character per category
Decimal Number
| Value | Count | Frequency (%) |
| 2 | 18466 | |
| 0 | 11613 | |
| 1 | 3100 | 8.2% |
| 3 | 1581 | 4.2% |
| 8 | 1095 | 2.9% |
| 7 | 740 | 2.0% |
| 6 | 319 | 0.8% |
| 4 | 315 | 0.8% |
| 9 | 209 | 0.6% |
| 5 | 202 | 0.5% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 9410 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Common | 47050 |
Most frequent character per script
Common
| Value | Count | Frequency (%) |
| 2 | 18466 | |
| 0 | 11613 | |
| - | 9410 | |
| 1 | 3100 | 6.6% |
| 3 | 1581 | 3.4% |
| 8 | 1095 | 2.3% |
| 7 | 740 | 1.6% |
| 6 | 319 | 0.7% |
| 4 | 315 | 0.7% |
| 9 | 209 | 0.4% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 47050 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 2 | 18466 | |
| 0 | 11613 | |
| - | 9410 | |
| 1 | 3100 | 6.6% |
| 3 | 1581 | 3.4% |
| 8 | 1095 | 2.3% |
| 7 | 740 | 1.6% |
| 6 | 319 | 0.7% |
| 4 | 315 | 0.7% |
| 9 | 209 | 0.4% |
IsBosApproved
Boolean
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| True |
|---|
| Value | Count | Frequency (%) |
| True | 5359 |
DateBosApproved
Categorical
HIGH CARDINALITY  MISSING 
| Distinct | 261 |
|---|---|
| Distinct (%) | 5.3% |
| Missing | 478 |
| Missing (%) | 8.9% |
| Memory size | 42.0 KiB |
| 08-02-2022 | |
|---|---|
| 02-02-2022 | 336 |
| 18-01-2022 | 254 |
| 13-02-2022 | 220 |
| 28-01-2022 | 211 |
| Other values (256) |
Length
| Max length | 10 |
|---|---|
| Median length | 10 |
| Mean length | 10 |
| Min length | 10 |
Characters and Unicode
| Total characters | 48810 |
|---|---|
| Distinct characters | 11 |
| Distinct categories | 2 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 67 ? |
|---|---|
| Unique (%) | 1.4% |
Sample
| 1st row | 19-01-2022 |
|---|---|
| 2nd row | 19-01-2022 |
| 3rd row | 19-01-2022 |
| 4th row | 21-09-2022 |
| 5th row | 13-01-2022 |
Common Values
| Value | Count | Frequency (%) |
| 08-02-2022 | 452 | 8.4% |
| 02-02-2022 | 336 | 6.3% |
| 18-01-2022 | 254 | 4.7% |
| 13-02-2022 | 220 | 4.1% |
| 28-01-2022 | 211 | 3.9% |
| 31-01-2022 | 200 | 3.7% |
| 10-02-2022 | 191 | 3.6% |
| 27-01-2022 | 190 | 3.5% |
| 20-01-2022 | 190 | 3.5% |
| 07-02-2022 | 154 | 2.9% |
| Other values (251) | 2483 | |
| (Missing) | 478 | 8.9% |
Length
| Value | Count | Frequency (%) |
| 08-02-2022 | 452 | 9.3% |
| 02-02-2022 | 336 | 6.9% |
| 18-01-2022 | 254 | 5.2% |
| 13-02-2022 | 220 | 4.5% |
| 28-01-2022 | 211 | 4.3% |
| 31-01-2022 | 200 | 4.1% |
| 10-02-2022 | 191 | 3.9% |
| 27-01-2022 | 190 | 3.9% |
| 20-01-2022 | 190 | 3.9% |
| 07-02-2022 | 154 | 3.2% |
| Other values (251) | 2483 |
Most occurring characters
| Value | Count | Frequency (%) |
| 2 | 18133 | |
| 0 | 11578 | |
| - | 9762 | |
| 1 | 5002 | 10.2% |
| 3 | 1166 | 2.4% |
| 8 | 1156 | 2.4% |
| 7 | 597 | 1.2% |
| 9 | 502 | 1.0% |
| 4 | 388 | 0.8% |
| 6 | 307 | 0.6% |
Most occurring categories
| Value | Count | Frequency (%) |
| Decimal Number | 39048 | |
| Dash Punctuation | 9762 | 20.0% |
Most frequent character per category
Decimal Number
| Value | Count | Frequency (%) |
| 2 | 18133 | |
| 0 | 11578 | |
| 1 | 5002 | 12.8% |
| 3 | 1166 | 3.0% |
| 8 | 1156 | 3.0% |
| 7 | 597 | 1.5% |
| 9 | 502 | 1.3% |
| 4 | 388 | 1.0% |
| 6 | 307 | 0.8% |
| 5 | 219 | 0.6% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 9762 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Common | 48810 |
Most frequent character per script
Common
| Value | Count | Frequency (%) |
| 2 | 18133 | |
| 0 | 11578 | |
| - | 9762 | |
| 1 | 5002 | 10.2% |
| 3 | 1166 | 2.4% |
| 8 | 1156 | 2.4% |
| 7 | 597 | 1.2% |
| 9 | 502 | 1.0% |
| 4 | 388 | 0.8% |
| 6 | 307 | 0.6% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 48810 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 2 | 18133 | |
| 0 | 11578 | |
| - | 9762 | |
| 1 | 5002 | 10.2% |
| 3 | 1166 | 2.4% |
| 8 | 1156 | 2.4% |
| 7 | 597 | 1.2% |
| 9 | 502 | 1.0% |
| 4 | 388 | 0.8% |
| 6 | 307 | 0.6% |
IsUploadedToSap
Boolean
HIGH CORRELATION  IMBALANCE 
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| True | |
|---|---|
| False | 240 |
| Value | Count | Frequency (%) |
| True | 5119 | |
| False | 240 | 4.5% |
DateSapUploaded
Categorical
HIGH CARDINALITY  MISSING 
| Distinct | 505 |
|---|---|
| Distinct (%) | 9.6% |
| Missing | 123 |
| Missing (%) | 2.3% |
| Memory size | 42.0 KiB |
| 14-02-2023 | |
|---|---|
| 09-03-2020 | 315 |
| 07-05-2021 | 219 |
| 28-01-2022 | 179 |
| 10-02-2022 | 161 |
| Other values (500) |
Length
| Max length | 10 |
|---|---|
| Median length | 10 |
| Mean length | 10 |
| Min length | 10 |
Characters and Unicode
| Total characters | 52360 |
|---|---|
| Distinct characters | 11 |
| Distinct categories | 2 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 174 ? |
|---|---|
| Unique (%) | 3.3% |
Sample
| 1st row | 14-02-2023 |
|---|---|
| 2nd row | 14-02-2023 |
| 3rd row | 14-02-2023 |
| 4th row | 14-02-2023 |
| 5th row | 14-02-2023 |
Common Values
| Value | Count | Frequency (%) |
| 14-02-2023 | 491 | 9.2% |
| 09-03-2020 | 315 | 5.9% |
| 07-05-2021 | 219 | 4.1% |
| 28-01-2022 | 179 | 3.3% |
| 10-02-2022 | 161 | 3.0% |
| 02-02-2022 | 158 | 2.9% |
| 16-03-2021 | 145 | 2.7% |
| 15-03-2021 | 122 | 2.3% |
| 09-05-2021 | 86 | 1.6% |
| 07-03-2022 | 86 | 1.6% |
| Other values (495) | 3274 | |
| (Missing) | 123 | 2.3% |
Length
| Value | Count | Frequency (%) |
| 14-02-2023 | 491 | 9.4% |
| 09-03-2020 | 315 | 6.0% |
| 07-05-2021 | 219 | 4.2% |
| 28-01-2022 | 179 | 3.4% |
| 10-02-2022 | 161 | 3.1% |
| 02-02-2022 | 158 | 3.0% |
| 16-03-2021 | 145 | 2.8% |
| 15-03-2021 | 122 | 2.3% |
| 09-05-2021 | 86 | 1.6% |
| 07-03-2022 | 86 | 1.6% |
| Other values (495) | 3274 |
Most occurring characters
| Value | Count | Frequency (%) |
| 2 | 15763 | |
| 0 | 13484 | |
| - | 10472 | |
| 1 | 4765 | 9.1% |
| 3 | 2684 | 5.1% |
| 9 | 1177 | 2.2% |
| 4 | 1015 | 1.9% |
| 7 | 826 | 1.6% |
| 5 | 792 | 1.5% |
| 8 | 724 | 1.4% |
Most occurring categories
| Value | Count | Frequency (%) |
| Decimal Number | 41888 | |
| Dash Punctuation | 10472 | 20.0% |
Most frequent character per category
Decimal Number
| Value | Count | Frequency (%) |
| 2 | 15763 | |
| 0 | 13484 | |
| 1 | 4765 | 11.4% |
| 3 | 2684 | 6.4% |
| 9 | 1177 | 2.8% |
| 4 | 1015 | 2.4% |
| 7 | 826 | 2.0% |
| 5 | 792 | 1.9% |
| 8 | 724 | 1.7% |
| 6 | 658 | 1.6% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 10472 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Common | 52360 |
Most frequent character per script
Common
| Value | Count | Frequency (%) |
| 2 | 15763 | |
| 0 | 13484 | |
| - | 10472 | |
| 1 | 4765 | 9.1% |
| 3 | 2684 | 5.1% |
| 9 | 1177 | 2.2% |
| 4 | 1015 | 1.9% |
| 7 | 826 | 1.6% |
| 5 | 792 | 1.5% |
| 8 | 724 | 1.4% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 52360 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 2 | 15763 | |
| 0 | 13484 | |
| - | 10472 | |
| 1 | 4765 | 9.1% |
| 3 | 2684 | 5.1% |
| 9 | 1177 | 2.2% |
| 4 | 1015 | 1.9% |
| 7 | 826 | 1.6% |
| 5 | 792 | 1.5% |
| 8 | 724 | 1.4% |
PreRequisiteComment
Categorical
HIGH CARDINALITY  MISSING 
| Distinct | 1008 |
|---|---|
| Distinct (%) | 54.8% |
| Missing | 3519 |
| Missing (%) | 65.7% |
| Memory size | 42.0 KiB |
| None | |
|---|---|
| Students with prior knowledge may seek exemption. | 34 |
| none | 27 |
| - | 26 |
| NONE | 19 |
| Other values (1003) |
Length
| Max length | 1996 |
|---|---|
| Median length | 468 |
| Mean length | 103.86141 |
| Min length | 1 |
Characters and Unicode
| Total characters | 191105 |
|---|---|
| Distinct characters | 90 |
| Distinct categories | 12 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 2 ? |
Unique
| Unique | 811 ? |
|---|---|
| Unique (%) | 44.1% |
Sample
| 1st row | Equivalent Stage 1 Maths Statistics module |
|---|---|
| 2nd row | Sufficient Knowledge of Maths and Stats and Introductory Finance. |
| 3rd row | ECO1017, or equivalent modules |
| 4th row | None |
| 5th row | An understanding of financial Accounting is required for the module provided by ACC1010 |
Common Values
| Value | Count | Frequency (%) |
| None | 400 | 7.5% |
| Students with prior knowledge may seek exemption. | 34 | 0.6% |
| none | 27 | 0.5% |
| - | 26 | 0.5% |
| NONE | 19 | 0.4% |
| English Language to IELTS 6.0 or Pearsons 54 or equivalent. Satisfy progression or admission requirement for entry to Stage 2 on engineering degree programme by satisfactory completion of Stage 1 or equivalent at Level 4 normally with one year of prior study related to this topic. | 10 | 0.2% |
| MAS2502 acceptable in place of MAS2602 | 10 | 0.2% |
| IELTS 5.5 (or equivalent) with minimum 5.0 in all four skills (writing, reading, speaking and listening) | 9 | 0.2% |
| None. | 9 | 0.2% |
| Bachelor Degree (or equivalent accredited prior learning) preferably in engineering (for awareness of technical design and regulatory frameworks including Health and Safety) but (subject to specific approval) in cognate applied physical or environmental sciences or technology. For non-native speakers, evidence of English language competence (to a minimum of IELTS 6.5 or equivalent, with higher levels of attainment strongly recommended). | 8 | 0.1% |
| Other values (998) | 1288 | 24.0% |
| (Missing) | 3519 |
Length
| Value | Count | Frequency (%) |
| of | 1079 | 3.7% |
| the | 931 | 3.2% |
| or | 911 | 3.1% |
| to | 800 | 2.7% |
| and | 750 | 2.6% |
| students | 692 | 2.4% |
| in | 637 | 2.2% |
| module | 609 | 2.1% |
| equivalent | 478 | 1.6% |
| none | 460 | 1.6% |
| Other values (2641) | 21850 |
Most occurring characters
| Value | Count | Frequency (%) |
| 27301 | ||
| e | 19697 | 10.3% |
| t | 12363 | 6.5% |
| o | 11332 | 5.9% |
| n | 10979 | 5.7% |
| a | 10746 | 5.6% |
| i | 10527 | 5.5% |
| s | 9167 | 4.8% |
| r | 9134 | 4.8% |
| l | 7083 | 3.7% |
| Other values (80) | 62776 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 144419 | |
| Space Separator | 27301 | 14.3% |
| Uppercase Letter | 9805 | 5.1% |
| Decimal Number | 4758 | 2.5% |
| Other Punctuation | 2675 | 1.4% |
| Control | 728 | 0.4% |
| Dash Punctuation | 459 | 0.2% |
| Close Punctuation | 458 | 0.2% |
| Open Punctuation | 448 | 0.2% |
| Final Punctuation | 32 | < 0.1% |
| Other values (2) | 22 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 19697 | |
| t | 12363 | 8.6% |
| o | 11332 | 7.8% |
| n | 10979 | 7.6% |
| a | 10746 | 7.4% |
| i | 10527 | 7.3% |
| s | 9167 | 6.3% |
| r | 9134 | 6.3% |
| l | 7083 | 4.9% |
| d | 6092 | 4.2% |
| Other values (16) | 37299 |
Uppercase Letter
| Value | Count | Frequency (%) |
| S | 1541 | |
| E | 940 | 9.6% |
| N | 746 | 7.6% |
| A | 708 | 7.2% |
| L | 697 | 7.1% |
| C | 695 | 7.1% |
| M | 683 | 7.0% |
| P | 558 | 5.7% |
| T | 444 | 4.5% |
| G | 397 | 4.0% |
| Other values (16) | 2396 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 1524 | |
| , | 753 | |
| / | 150 | 5.6% |
| : | 85 | 3.2% |
| % | 45 | 1.7% |
| & | 41 | 1.5% |
| ; | 41 | 1.5% |
| ' | 18 | 0.7% |
| * | 8 | 0.3% |
| • | 6 | 0.2% |
Decimal Number
| Value | Count | Frequency (%) |
| 0 | 1180 | |
| 1 | 1030 | |
| 2 | 902 | |
| 3 | 333 | 7.0% |
| 5 | 331 | 7.0% |
| 4 | 286 | 6.0% |
| 6 | 231 | 4.9% |
| 8 | 211 | 4.4% |
| 9 | 131 | 2.8% |
| 7 | 123 | 2.6% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 449 | |
| – | 9 | 2.0% |
| — | 1 | 0.2% |
Control
| Value | Count | Frequency (%) |
| 352 | ||
| 352 | ||
| 24 | 3.3% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 455 | |
| ] | 3 | 0.7% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 445 | |
| [ | 3 | 0.7% |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 28 | |
| ” | 4 | 12.5% |
Math Symbol
| Value | Count | Frequency (%) |
| + | 11 | |
| = | 1 | 8.3% |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 6 | |
| “ | 4 |
Space Separator
| Value | Count | Frequency (%) |
| 27301 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 154224 | |
| Common | 36881 | 19.3% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 19697 | |
| t | 12363 | 8.0% |
| o | 11332 | 7.3% |
| n | 10979 | 7.1% |
| a | 10746 | 7.0% |
| i | 10527 | 6.8% |
| s | 9167 | 5.9% |
| r | 9134 | 5.9% |
| l | 7083 | 4.6% |
| d | 6092 | 4.0% |
| Other values (42) | 47104 |
Common
| Value | Count | Frequency (%) |
| 27301 | ||
| . | 1524 | 4.1% |
| 0 | 1180 | 3.2% |
| 1 | 1030 | 2.8% |
| 2 | 902 | 2.4% |
| , | 753 | 2.0% |
| ) | 455 | 1.2% |
| - | 449 | 1.2% |
| ( | 445 | 1.2% |
| 352 | 1.0% | |
| Other values (28) | 2490 | 6.8% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 191047 | |
| Punctuation | 58 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 27301 | ||
| e | 19697 | 10.3% |
| t | 12363 | 6.5% |
| o | 11332 | 5.9% |
| n | 10979 | 5.7% |
| a | 10746 | 5.6% |
| i | 10527 | 5.5% |
| s | 9167 | 4.8% |
| r | 9134 | 4.8% |
| l | 7083 | 3.7% |
| Other values (73) | 62718 |
Punctuation
| Value | Count | Frequency (%) |
| ’ | 28 | |
| – | 9 | 15.5% |
| • | 6 | 10.3% |
| ‘ | 6 | 10.3% |
| “ | 4 | 6.9% |
| ” | 4 | 6.9% |
| — | 1 | 1.7% |
CoRequisiteComment
Categorical
HIGH CARDINALITY  IMBALANCE  MISSING 
| Distinct | 254 |
|---|---|
| Distinct (%) | 23.0% |
| Missing | 4255 |
| Missing (%) | 79.4% |
| Memory size | 42.0 KiB |
| None | |
|---|---|
| - | 44 |
| none | 40 |
| NONE | 20 |
| Non-native speakers of English whose current level of attainment is less than UELA 70 or IELTS 7.0 (or recognised equivalent) in all four aspects of communication (Listening, Speaking, Reading, Writing) should be attending the non-credit-bearing in-sessional English language support classes provided by the University. | 19 |
| Other values (249) |
Length
| Max length | 1849 |
|---|---|
| Median length | 4 |
| Mean length | 43.531703 |
| Min length | 1 |
Characters and Unicode
| Total characters | 48059 |
|---|---|
| Distinct characters | 81 |
| Distinct categories | 12 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 2 ? |
Unique
| Unique | 219 ? |
|---|---|
| Unique (%) | 19.8% |
Sample
| 1st row | None |
|---|---|
| 2nd row | Non |
| 3rd row | None |
| 4th row | None |
| 5th row | None |
Common Values
| Value | Count | Frequency (%) |
| None | 678 | 12.7% |
| - | 44 | 0.8% |
| none | 40 | 0.7% |
| NONE | 20 | 0.4% |
| Non-native speakers of English whose current level of attainment is less than UELA 70 or IELTS 7.0 (or recognised equivalent) in all four aspects of communication (Listening, Speaking, Reading, Writing) should be attending the non-credit-bearing in-sessional English language support classes provided by the University. | 19 | 0.4% |
| None. | 14 | 0.3% |
| Non-native speakers of English whose current level of attainment is less than UELA 70 or IELTS 7.0 (or recognised equivalent) in all four aspects of communication (Listening, Speaking, Reading, Writing) should be attending the non- credit-bearing in-sessional English language support classes provided by the University. | 6 | 0.1% |
| Attendance at Tutorials as appropriate | 5 | 0.1% |
| no | 4 | 0.1% |
| SFY0001 Basic Mathematics if below Grade C in GCSE Mathematics | 3 | 0.1% |
| Other values (244) | 271 | 5.1% |
| (Missing) | 4255 |
Length
| Value | Count | Frequency (%) |
| none | 752 | 9.9% |
| the | 254 | 3.3% |
| of | 229 | 3.0% |
| in | 187 | 2.5% |
| students | 184 | 2.4% |
| and | 165 | 2.2% |
| to | 160 | 2.1% |
| module | 146 | 1.9% |
| or | 133 | 1.7% |
| this | 107 | 1.4% |
| Other values (1170) | 5293 |
Most occurring characters
| Value | Count | Frequency (%) |
| 6453 | ||
| e | 5011 | 10.4% |
| n | 3550 | 7.4% |
| o | 3171 | 6.6% |
| t | 2998 | 6.2% |
| i | 2682 | 5.6% |
| s | 2523 | 5.2% |
| a | 2401 | 5.0% |
| r | 1961 | 4.1% |
| l | 1616 | 3.4% |
| Other values (71) | 15693 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 35571 | |
| Space Separator | 6453 | 13.4% |
| Uppercase Letter | 3344 | 7.0% |
| Decimal Number | 1414 | 2.9% |
| Other Punctuation | 616 | 1.3% |
| Dash Punctuation | 220 | 0.5% |
| Control | 180 | 0.4% |
| Open Punctuation | 127 | 0.3% |
| Close Punctuation | 125 | 0.3% |
| Final Punctuation | 6 | < 0.1% |
| Other values (2) | 3 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 5011 | |
| n | 3550 | |
| o | 3171 | 8.9% |
| t | 2998 | 8.4% |
| i | 2682 | 7.5% |
| s | 2523 | 7.1% |
| a | 2401 | 6.7% |
| r | 1961 | 5.5% |
| l | 1616 | 4.5% |
| d | 1414 | 4.0% |
| Other values (15) | 8244 |
Uppercase Letter
| Value | Count | Frequency (%) |
| N | 839 | |
| S | 389 | |
| E | 281 | 8.4% |
| L | 198 | 5.9% |
| M | 197 | 5.9% |
| A | 171 | 5.1% |
| T | 159 | 4.8% |
| C | 136 | 4.1% |
| G | 127 | 3.8% |
| P | 118 | 3.5% |
| Other values (14) | 729 |
Decimal Number
| Value | Count | Frequency (%) |
| 0 | 389 | |
| 1 | 241 | |
| 2 | 216 | |
| 8 | 154 | 10.9% |
| 4 | 114 | 8.1% |
| 3 | 109 | 7.7% |
| 7 | 74 | 5.2% |
| 9 | 44 | 3.1% |
| 5 | 43 | 3.0% |
| 6 | 30 | 2.1% |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 323 | |
| , | 197 | |
| / | 25 | 4.1% |
| : | 23 | 3.7% |
| & | 18 | 2.9% |
| ; | 11 | 1.8% |
| • | 8 | 1.3% |
| ' | 7 | 1.1% |
| % | 3 | 0.5% |
| ? | 1 | 0.2% |
Control
| Value | Count | Frequency (%) |
| 83 | ||
| 83 | ||
| 14 | 7.8% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 210 | |
| – | 10 | 4.5% |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 5 | |
| ” | 1 | 16.7% |
Space Separator
| Value | Count | Frequency (%) |
| 6453 |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 127 |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 125 |
Math Symbol
| Value | Count | Frequency (%) |
| + | 2 |
Initial Punctuation
| Value | Count | Frequency (%) |
| “ | 1 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 38915 | |
| Common | 9144 | 19.0% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 5011 | |
| n | 3550 | 9.1% |
| o | 3171 | 8.1% |
| t | 2998 | 7.7% |
| i | 2682 | 6.9% |
| s | 2523 | 6.5% |
| a | 2401 | 6.2% |
| r | 1961 | 5.0% |
| l | 1616 | 4.2% |
| d | 1414 | 3.6% |
| Other values (39) | 11588 |
Common
| Value | Count | Frequency (%) |
| 6453 | ||
| 0 | 389 | 4.3% |
| . | 323 | 3.5% |
| 1 | 241 | 2.6% |
| 2 | 216 | 2.4% |
| - | 210 | 2.3% |
| , | 197 | 2.2% |
| 8 | 154 | 1.7% |
| ( | 127 | 1.4% |
| ) | 125 | 1.4% |
| Other values (22) | 709 | 7.8% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 48034 | |
| Punctuation | 25 | 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 6453 | ||
| e | 5011 | 10.4% |
| n | 3550 | 7.4% |
| o | 3171 | 6.6% |
| t | 2998 | 6.2% |
| i | 2682 | 5.6% |
| s | 2523 | 5.3% |
| a | 2401 | 5.0% |
| r | 1961 | 4.1% |
| l | 1616 | 3.4% |
| Other values (66) | 15668 |
Punctuation
| Value | Count | Frequency (%) |
| – | 10 | |
| • | 8 | |
| ’ | 5 | |
| “ | 1 | 4.0% |
| ” | 1 | 4.0% |
Availability
Categorical
| Distinct | 3 |
|---|---|
| Distinct (%) | 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| E | |
|---|---|
| A | 51 |
| I | 48 |
Length
| Max length | 1 |
|---|---|
| Median length | 1 |
| Mean length | 1 |
| Min length | 1 |
Characters and Unicode
| Total characters | 5359 |
|---|---|
| Distinct characters | 3 |
| Distinct categories | 1 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | E |
|---|---|
| 2nd row | E |
| 3rd row | E |
| 4th row | E |
| 5th row | E |
Common Values
| Value | Count | Frequency (%) |
| E | 5260 | |
| A | 51 | 1.0% |
| I | 48 | 0.9% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| e | 5260 | |
| a | 51 | 1.0% |
| i | 48 | 0.9% |
Most occurring characters
| Value | Count | Frequency (%) |
| E | 5260 | |
| A | 51 | 1.0% |
| I | 48 | 0.9% |
Most occurring categories
| Value | Count | Frequency (%) |
| Uppercase Letter | 5359 |
Most frequent character per category
Uppercase Letter
| Value | Count | Frequency (%) |
| E | 5260 | |
| A | 51 | 1.0% |
| I | 48 | 0.9% |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 5359 |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| E | 5260 | |
| A | 51 | 1.0% |
| I | 48 | 0.9% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 5359 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| E | 5260 | |
| A | 51 | 1.0% |
| I | 48 | 0.9% |
Aims
Categorical
HIGH CARDINALITY  MISSING 
| Distinct | 4570 |
|---|---|
| Distinct (%) | 87.1% |
| Missing | 115 |
| Missing (%) | 2.1% |
| Memory size | 42.0 KiB |
| This is a module delivered at the University of Groningen for students on programmes 4120F, 4107F and 4018F. | 62 |
|---|---|
| Original Summary: | 33 |
| Module for use by Newcastle students on outgoing Study Abroad placement. Therefore there is no specific module content. | 13 |
| Module for use by Newcastle students on outgoing Erasmus Exchange placement. Therefore there is no specific module content. | 10 |
| In consonance with the overall aims of the degrees offered in SML, this module will: - build on language skills gained at Stages 1, 2 and 3. - provide students with an in-depth knowledge of the target language and with the ability to develop a high level of written proficiency in professional and academic environments. - prepare students for postgraduate study in areas that make extensive use of the target language. - develop students' written translation skills into the target language. | 9 |
| Other values (4565) |
Length
| Max length | 4000 |
|---|---|
| Median length | 1558 |
| Mean length | 786.73856 |
| Min length | 17 |
Characters and Unicode
| Total characters | 4125657 |
|---|---|
| Distinct characters | 117 |
| Distinct categories | 15 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 3 ? |
Unique
| Unique | 4123 ? |
|---|---|
| Unique (%) | 78.6% |
Sample
| 1st row | To introduce students to economic issues and decision-making tools, relating to major topics like demand analysis and estimation, production and cost functions, and decision making with differing market structures. |
|---|---|
| 2nd row | (a) To provide a framework of the methods and techniques of management accounting and control. (b) To provide a framework for an understanding of the design and operation of management accounting and control systems by considering conceptual and practical issues involved. |
| 3rd row | 1. To examine current financial reporting practice and how it impacts upon companies 2. To enable students to develop accounts preparation and interpretation skills 3. To provide an introduction to group accounts preparation This is an intermediate financial reporting module. Most of the examples relate to companies reporting to shareholders. We shall consider how to account for a range of situations, including accounting for provisions, contingent liabilities and contingent assets, financial instruments and consolidation of group companies with reference to international accounting standards. The module will provide an introduction to the regulatory and IASB frameworks governing the production of financial statements. |
| 4th row | This module aims for develop an understanding of responsible corporate finance by examining analytical frameworks for the knowledge of the firm's major financing decisions by considering the theoretical models that explain these decisions. The module also examines Finance and Professional Codes of Conduct & Ethics, using real world examples to highlight professional behaviours and the changing ESG environment that accountants and treasurers are now expected to operate in. |
| 5th row | To provide an analytical framework for the knowledge of the firm's major financing decisions by considering the theoretical models that explain these decisions. |
Common Values
| Value | Count | Frequency (%) |
| This is a module delivered at the University of Groningen for students on programmes 4120F, 4107F and 4018F. | 62 | 1.2% |
| Original Summary: | 33 | 0.6% |
| Module for use by Newcastle students on outgoing Study Abroad placement. Therefore there is no specific module content. | 13 | 0.2% |
| Module for use by Newcastle students on outgoing Erasmus Exchange placement. Therefore there is no specific module content. | 10 | 0.2% |
| In consonance with the overall aims of the degrees offered in SML, this module will: - build on language skills gained at Stages 1, 2 and 3. - provide students with an in-depth knowledge of the target language and with the ability to develop a high level of written proficiency in professional and academic environments. - prepare students for postgraduate study in areas that make extensive use of the target language. - develop students' written translation skills into the target language. | 9 | 0.2% |
| This is a dummy module is for administrative purposes only, and should only be selected as a placeholder for off regulation choices during the pre-registration period. | 8 | 0.1% |
| The aims of the module are to help students adjust to postgraduate studies. Tutors will emphasise use the sessions to cover topics such as: 1. give advice and answer questions regarding how to read and prepare for seminar at a postgraduate level 2. how postgraduate writing differs from undergraduate writing 3. how to work effectively with dissertation supervisors 4. planning a career, including how to make best use of the Careers Service 5. thinking about a PhD or further study | 7 | 0.1% |
| This module is designed to help international students develop competence in and awareness of academic English in order to successfully start an undergraduate degree programme in the UK. It is specifically designed for students starting the module at an intermediate English language level (approximately IELTS 5.5, CEFR B2). This enhanced 40 credit module is designed to provide students with extensive practice and development time. The module’s specific aims are: • To develop skills and knowledge in academic writing to meet the expectations of the undergraduate academic community at UK HEIs • To develop strategies for reading academic texts in English in order to exploit key text content for further study purposes including written work, seminar discussion and oral seminar presentation • To introduce note-taking skills and to extend this into summarising of key ideas from written and oral texts • To develop an awareness of how secondary sources are to be integrated into student writing so that recognition and respect of source origins are demonstrated and plagiarism is avoided • To raise awareness of academic lecture structure and the strategies required in order to follow and understand lecture content, lecturer behaviour, and lecturer discourse choices • To develop spoken English skills for social and academic spoken interactional contexts, such as seminar discussions, oral presentations, 1-1 tutorials, group work discussions, and informal conversations. • To further extend knowledge and awareness of English grammar, vocabulary and pronunciation features so that academic and socio/cultural assimilation can easily occur | 6 | 0.1% |
| To extend and nuance the range of skills and subject matter of students writing creatively and to encourage formal and thematic experimentation, while allowing students the framework in which to reflect critically and creatively on their own and other people’s writing. | 6 | 0.1% |
| To provide incoming Erasmus chemistry students with practical research experience and training in a UK university laboratory. | 6 | 0.1% |
| Other values (4560) | 5084 | |
| (Missing) | 115 | 2.1% |
Length
| Value | Count | Frequency (%) |
| the | 37214 | 6.1% |
| and | 35963 | 5.9% |
| of | 30484 | 5.0% |
| to | 29237 | 4.8% |
| in | 14916 | 2.4% |
| a | 10612 | 1.7% |
| students | 8329 | 1.4% |
| module | 6796 | 1.1% |
| will | 5698 | 0.9% |
| with | 5561 | 0.9% |
| Other values (17300) | 426288 |
Most occurring characters
| Value | Count | Frequency (%) |
| 596173 | ||
| e | 395657 | 9.6% |
| t | 294756 | 7.1% |
| i | 276478 | 6.7% |
| n | 271778 | 6.6% |
| a | 266279 | 6.5% |
| o | 254331 | 6.2% |
| s | 227508 | 5.5% |
| r | 199977 | 4.8% |
| l | 154753 | 3.8% |
| Other values (107) | 1187967 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 3335933 | |
| Space Separator | 596174 | 14.5% |
| Other Punctuation | 63763 | 1.5% |
| Uppercase Letter | 54256 | 1.3% |
| Control | 43540 | 1.1% |
| Decimal Number | 13323 | 0.3% |
| Dash Punctuation | 7616 | 0.2% |
| Close Punctuation | 4141 | 0.1% |
| Open Punctuation | 3497 | 0.1% |
| Final Punctuation | 2356 | 0.1% |
| Other values (5) | 1058 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 395657 | |
| t | 294756 | 8.8% |
| i | 276478 | 8.3% |
| n | 271778 | 8.1% |
| a | 266279 | 8.0% |
| o | 254331 | 7.6% |
| s | 227508 | 6.8% |
| r | 199977 | 6.0% |
| l | 154753 | 4.6% |
| d | 150149 | 4.5% |
| Other values (25) | 844267 |
Uppercase Letter
| Value | Count | Frequency (%) |
| T | 17165 | |
| S | 4966 | 9.2% |
| I | 3881 | 7.2% |
| A | 3387 | 6.2% |
| C | 2765 | 5.1% |
| E | 2721 | 5.0% |
| M | 2302 | 4.2% |
| P | 2116 | 3.9% |
| B | 1584 | 2.9% |
| D | 1407 | 2.6% |
| Other values (16) | 11962 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 25978 | |
| , | 25129 | |
| • | 3852 | 6.0% |
| ; | 2957 | 4.6% |
| : | 2592 | 4.1% |
| / | 1127 | 1.8% |
| ' | 1055 | 1.7% |
| ? | 553 | 0.9% |
| & | 198 | 0.3% |
| " | 127 | 0.2% |
| Other values (7) | 195 | 0.3% |
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 3717 | |
| 2 | 2096 | |
| 0 | 1853 | |
| 3 | 1511 | |
| 4 | 1355 | 10.2% |
| 5 | 682 | 5.1% |
| 9 | 599 | 4.5% |
| 8 | 591 | 4.4% |
| 6 | 492 | 3.7% |
| 7 | 427 | 3.2% |
Math Symbol
| Value | Count | Frequency (%) |
| > | 93 | |
| < | 38 | |
| + | 9 | 5.9% |
| = | 8 | 5.3% |
| ~ | 4 | 2.6% |
Control
| Value | Count | Frequency (%) |
| 20350 | ||
| 20311 | ||
| 2877 | 6.6% | |
| 2 | < 0.1% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 7256 | |
| – | 329 | 4.3% |
| — | 31 | 0.4% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 4100 | |
| ] | 37 | 0.9% |
| } | 4 | 0.1% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 3464 | |
| [ | 29 | 0.8% |
| { | 4 | 0.1% |
Space Separator
| Value | Count | Frequency (%) |
| 596173 | ||
| 1 | < 0.1% |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 2143 | |
| ” | 213 | 9.0% |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 672 | |
| “ | 216 | 24.3% |
Currency Symbol
| Value | Count | Frequency (%) |
| £ | 6 | |
| $ | 3 |
Modifier Symbol
| Value | Count | Frequency (%) |
| ^ | 4 | |
| ` | 1 | 20.0% |
Connector Punctuation
| Value | Count | Frequency (%) |
| _ | 4 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 3390189 | |
| Common | 735468 | 17.8% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 395657 | |
| t | 294756 | 8.7% |
| i | 276478 | 8.2% |
| n | 271778 | 8.0% |
| a | 266279 | 7.9% |
| o | 254331 | 7.5% |
| s | 227508 | 6.7% |
| r | 199977 | 5.9% |
| l | 154753 | 4.6% |
| d | 150149 | 4.4% |
| Other values (51) | 898523 |
Common
| Value | Count | Frequency (%) |
| 596173 | ||
| . | 25978 | 3.5% |
| , | 25129 | 3.4% |
| 20350 | 2.8% | |
| 20311 | 2.8% | |
| - | 7256 | 1.0% |
| ) | 4100 | 0.6% |
| • | 3852 | 0.5% |
| 1 | 3717 | 0.5% |
| ( | 3464 | 0.5% |
| Other values (46) | 25138 | 3.4% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 4118146 | |
| Punctuation | 7466 | 0.2% |
| None | 45 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 596173 | ||
| e | 395657 | 9.6% |
| t | 294756 | 7.2% |
| i | 276478 | 6.7% |
| n | 271778 | 6.6% |
| a | 266279 | 6.5% |
| o | 254331 | 6.2% |
| s | 227508 | 5.5% |
| r | 199977 | 4.9% |
| l | 154753 | 3.8% |
| Other values (86) | 1180456 |
Punctuation
| Value | Count | Frequency (%) |
| • | 3852 | |
| ’ | 2143 | |
| ‘ | 672 | 9.0% |
| – | 329 | 4.4% |
| “ | 216 | 2.9% |
| ” | 213 | 2.9% |
| — | 31 | 0.4% |
| … | 8 | 0.1% |
| † | 2 | < 0.1% |
None
| Value | Count | Frequency (%) |
| é | 16 | |
| · | 11 | |
| £ | 6 | 13.3% |
| á | 2 | 4.4% |
| ò | 2 | 4.4% |
| è | 2 | 4.4% |
| 1 | 2.2% | |
| à | 1 | 2.2% |
| â | 1 | 2.2% |
| å | 1 | 2.2% |
| Other values (2) | 2 | 4.4% |
OutlineOfSyllabus
Categorical
HIGH CARDINALITY  MISSING  UNIFORM 
| Distinct | 4498 |
|---|---|
| Distinct (%) | 89.7% |
| Missing | 345 |
| Missing (%) | 6.4% |
| Memory size | 42.0 KiB |
| Specific topics and materials based on current issues will initially be provided by the lecturer. Subsequently, these will be supplied by students themselves for group practice in group work sessions. Translation into the target language, summarising, and open writing will be practised throughout the year, preparing students for written communication in the target language. | 12 |
|---|---|
| Independent creative practice with guidance from a supervisor who is necessarily a member of staff; in exceptional circumstances, a student might be supervised by a senior doctoral (registered PhD) student. | 9 |
| The syllabus content will depend on what topic the student chooses. | 7 |
| TBA | 7 |
| The list of research topics available is issued in the summer term of the preceding academic year. Students should discuss the topic they are interested in with staff member supervising the topic. | 7 |
| Other values (4493) |
Length
| Max length | 4000 |
|---|---|
| Median length | 1624 |
| Mean length | 773.8217 |
| Min length | 3 |
Characters and Unicode
| Total characters | 3879942 |
|---|---|
| Distinct characters | 136 |
| Distinct categories | 17 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 3 ? |
Unique
| Unique | 4091 ? |
|---|---|
| Unique (%) | 81.6% |
Sample
| 1st row | OPTIMISATION: A BRIEF REVIEW CONSUMPTION & DEMAND • Axioms of traditional consumer theory • Quantitative demand analysis • Indifference curves, consumption decisions and demand PRODUCTION, COSTS & SUPPLY • Economic analysis of production • Cost functions • The organization of the firm MARKET STRUCTURE & PERFORMANCE OUTCOMES • Monopoly, price discrimination and welfare • Monopolistic competition • Models of Oligopoly: Cournot; Stackelberg; The kinked demand curve • Game theory MARKET STRUCTURE, FIRM STRATEGY & PERFORMANCE • Empirical evidence on SCP paradigm and concentration - profitability • Resource based view of the Firm • Persistance of profit ANALYSIS OF FIRM STRATEGY • Product differentiation • Advertising • Barriers to entry THEORIES OF THE FIRM • Neoclassical • Behavioural • Transaction-costs perspectives |
|---|---|
| 2nd row | The module is delivered by means of a series of lectures and seminars. It covers: Research methodologies of management accounting Costing (including ABC) Planning and control systems (including budgeting and beyond budgeting) Performance management system Current issues and transfer pricing |
| 3rd row | 1. Company Financial Statements 2. The Frameworks of Financial Reporting 3. Preparation of consolidated Group Accounts |
| 4th row | 1- Scope and nature of corporate finance 2- Valuation of debt and equity 3- Security and portfolio analysis 4- Capital market efficiency 5- Asset pricing models and their applications 6- Raising Capital: Debt and Equity 7- Risk Management: Options, FRA's and Futures 8- Capital structure 9- Dividend policy 10- Finance, ESG and Professional Codes of Conduct & Ethics |
| 5th row | 1- Scope and nature of corporate finance 2- Valuation of debt and equity 3- Security and portfolio analysis 4- Capital market efficiency 5- Asset pricing models and their applications |
Common Values
| Value | Count | Frequency (%) |
| Specific topics and materials based on current issues will initially be provided by the lecturer. Subsequently, these will be supplied by students themselves for group practice in group work sessions. Translation into the target language, summarising, and open writing will be practised throughout the year, preparing students for written communication in the target language. | 12 | 0.2% |
| Independent creative practice with guidance from a supervisor who is necessarily a member of staff; in exceptional circumstances, a student might be supervised by a senior doctoral (registered PhD) student. | 9 | 0.2% |
| The syllabus content will depend on what topic the student chooses. | 7 | 0.1% |
| TBA | 7 | 0.1% |
| The list of research topics available is issued in the summer term of the preceding academic year. Students should discuss the topic they are interested in with staff member supervising the topic. | 7 | 0.1% |
| Over the course of the year, students will consider: 1. give advice and answer questions regarding how to read and prepare for seminar at a postgraduate level 2. how postgraduate writing differs from undergraduate writing 3. how to work effectively with dissertation supervisors 4. planning a career, including how to make best use of the Careers Service 5. thinking about a PhD or further study | 7 | 0.1% |
| The exact nature of the project is research group dependent, but will encompass the students applying their existing theoretical skills to solving real-life chemical challenges. The student is hosted in the Principal Investigator’s laboratory and becomes part of the research team. | 6 | 0.1% |
| Over the course of taught sessions and scheduled individual tutorials, students will look at a range of literary devices in order to develop their understanding of the tools and resources available to them as writers. Students will explore potential sources and resources, experiment with a variety of dictions and registers, and have the chance to move towards developing their work in response to seminars, tutorials, and independent study and practice. | 6 | 0.1% |
| Students will undertake a single research project in the field of the degree programme studied. Projects will offer diverse experiences in research techniques and methods across the range of Research activities in the Faculty of Medicine Medical Sciences in collaboration with their own workplace environment. Choice of project rests with the student. From the outset the purpose of the project is to widen the students’ outlook to, and experience of, research. The project is intended to allow students from diverse backgrounds to sample areas of current research that are of interest to them in an active research environment and to help them make an informed choice about future career directions and/or help them progress within their chosen career. Students will be supported by the module leader and if appropriate it is highly recommended that students also have a workplace mentor. | 5 | 0.1% |
| Over the course of taught sessions and scheduled individual tutorials, students will look at a range of poetry and poetic devices in order to develop their understanding of the tools and resources available to them as writers. Students will explore potential poetic sources and resources, experiment with a variety of dictions and registers, and have the chance to move towards developing their work in response to seminars, tutorials, and independent study and practice. Please see Module Guide for detail. | 5 | 0.1% |
| Other values (4488) | 4943 | |
| (Missing) | 345 | 6.4% |
Length
| Value | Count | Frequency (%) |
| and | 34675 | 6.4% |
| the | 26510 | 4.9% |
| of | 22872 | 4.2% |
| to | 11240 | 2.1% |
| in | 9902 | 1.8% |
| • | 7412 | 1.4% |
| a | 7183 | 1.3% |
| will | 6186 | 1.1% |
| 5432 | 1.0% | |
| for | 4145 | 0.8% |
| Other values (25944) | 408047 |
Most occurring characters
| Value | Count | Frequency (%) |
| 514880 | ||
| e | 345707 | 8.9% |
| i | 265569 | 6.8% |
| t | 254292 | 6.6% |
| n | 252692 | 6.5% |
| a | 244998 | 6.3% |
| o | 230486 | 5.9% |
| s | 214583 | 5.5% |
| r | 193892 | 5.0% |
| l | 142541 | 3.7% |
| Other values (126) | 1220302 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 3022294 | |
| Space Separator | 514897 | 13.3% |
| Uppercase Letter | 113453 | 2.9% |
| Control | 94199 | 2.4% |
| Other Punctuation | 86308 | 2.2% |
| Decimal Number | 20498 | 0.5% |
| Dash Punctuation | 12958 | 0.3% |
| Close Punctuation | 6328 | 0.2% |
| Open Punctuation | 5808 | 0.1% |
| Final Punctuation | 2007 | 0.1% |
| Other values (7) | 1192 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 345707 | |
| i | 265569 | 8.8% |
| t | 254292 | 8.4% |
| n | 252692 | 8.4% |
| a | 244998 | 8.1% |
| o | 230486 | 7.6% |
| s | 214583 | 7.1% |
| r | 193892 | 6.4% |
| l | 142541 | 4.7% |
| c | 132863 | 4.4% |
| Other values (37) | 744671 |
Uppercase Letter
| Value | Count | Frequency (%) |
| T | 13252 | |
| S | 11064 | 9.8% |
| C | 9119 | 8.0% |
| I | 7953 | 7.0% |
| P | 7707 | 6.8% |
| A | 7515 | 6.6% |
| E | 6568 | 5.8% |
| M | 6390 | 5.6% |
| D | 5836 | 5.1% |
| R | 5559 | 4.9% |
| Other values (19) | 32490 |
Other Punctuation
| Value | Count | Frequency (%) |
| , | 29996 | |
| . | 27595 | |
| : | 8781 | 10.2% |
| • | 7765 | 9.0% |
| ; | 6970 | 8.1% |
| / | 1967 | 2.3% |
| ? | 1022 | 1.2% |
| ' | 852 | 1.0% |
| & | 775 | 0.9% |
| * | 361 | 0.4% |
| Other values (9) | 224 | 0.3% |
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 5293 | |
| 2 | 3489 | |
| 0 | 2245 | |
| 3 | 1991 | 9.7% |
| 4 | 1821 | 8.9% |
| 5 | 1356 | 6.6% |
| 9 | 1206 | 5.9% |
| 6 | 1196 | 5.8% |
| 8 | 991 | 4.8% |
| 7 | 910 | 4.4% |
Control
| Value | Count | Frequency (%) |
| 42671 | ||
| 42640 | ||
| 8886 | 9.4% | |
| 1 | < 0.1% | |
| 1 | < 0.1% |
Math Symbol
| Value | Count | Frequency (%) |
| + | 150 | |
| > | 35 | 16.1% |
| = | 31 | 14.3% |
| ~ | 1 | 0.5% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 11525 | |
| – | 1417 | 10.9% |
| — | 16 | 0.1% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 6224 | |
| ] | 103 | 1.6% |
| } | 1 | < 0.1% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 5732 | |
| [ | 75 | 1.3% |
| { | 1 | < 0.1% |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 758 | |
| “ | 198 | 20.6% |
| « | 4 | 0.4% |
Space Separator
| Value | Count | Frequency (%) |
| 514880 | ||
| 17 | < 0.1% |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 1809 | |
| ” | 198 | 9.9% |
Modifier Symbol
| Value | Count | Frequency (%) |
| ^ | 7 | |
| ´ | 1 | 12.5% |
Currency Symbol
| Value | Count | Frequency (%) |
| £ | 3 |
Other Number
| Value | Count | Frequency (%) |
| ½ | 2 |
Other Symbol
| Value | Count | Frequency (%) |
| ® | 1 |
Connector Punctuation
| Value | Count | Frequency (%) |
| _ | 1 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 3135747 | |
| Common | 744195 | 19.2% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 345707 | |
| i | 265569 | 8.5% |
| t | 254292 | 8.1% |
| n | 252692 | 8.1% |
| a | 244998 | 7.8% |
| o | 230486 | 7.4% |
| s | 214583 | 6.8% |
| r | 193892 | 6.2% |
| l | 142541 | 4.5% |
| c | 132863 | 4.2% |
| Other values (66) | 858124 |
Common
| Value | Count | Frequency (%) |
| 514880 | ||
| 42671 | 5.7% | |
| 42640 | 5.7% | |
| , | 29996 | 4.0% |
| . | 27595 | 3.7% |
| - | 11525 | 1.5% |
| 8886 | 1.2% | |
| : | 8781 | 1.2% |
| • | 7765 | 1.0% |
| ; | 6970 | 0.9% |
| Other values (50) | 42486 | 5.7% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 3867527 | |
| Punctuation | 12188 | 0.3% |
| None | 227 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 514880 | ||
| e | 345707 | 8.9% |
| i | 265569 | 6.9% |
| t | 254292 | 6.6% |
| n | 252692 | 6.5% |
| a | 244998 | 6.3% |
| o | 230486 | 6.0% |
| s | 214583 | 5.5% |
| r | 193892 | 5.0% |
| l | 142541 | 3.7% |
| Other values (86) | 1207887 |
Punctuation
| Value | Count | Frequency (%) |
| • | 7765 | |
| ’ | 1809 | 14.8% |
| – | 1417 | 11.6% |
| ‘ | 758 | 6.2% |
| “ | 198 | 1.6% |
| ” | 198 | 1.6% |
| … | 27 | 0.2% |
| — | 16 | 0.1% |
None
| Value | Count | Frequency (%) |
| é | 46 | |
| ó | 22 | 9.7% |
| è | 20 | 8.8% |
| 17 | 7.5% | |
| í | 15 | 6.6% |
| á | 14 | 6.2% |
| ü | 12 | 5.3% |
| ô | 10 | 4.4% |
| ö | 8 | 3.5% |
| ç | 8 | 3.5% |
| Other values (22) | 55 |
StudyAbroad
Categorical
| Distinct | 3 |
|---|---|
| Distinct (%) | 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| N | |
|---|---|
| Y | |
| C |
Length
| Max length | 1 |
|---|---|
| Median length | 1 |
| Mean length | 1 |
| Min length | 1 |
Characters and Unicode
| Total characters | 5359 |
|---|---|
| Distinct characters | 3 |
| Distinct categories | 1 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | Y |
|---|---|
| 2nd row | Y |
| 3rd row | C |
| 4th row | Y |
| 5th row | Y |
Common Values
| Value | Count | Frequency (%) |
| N | 2614 | |
| Y | 1614 | |
| C | 1131 |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| n | 2614 | |
| y | 1614 | |
| c | 1131 |
Most occurring characters
| Value | Count | Frequency (%) |
| N | 2614 | |
| Y | 1614 | |
| C | 1131 |
Most occurring categories
| Value | Count | Frequency (%) |
| Uppercase Letter | 5359 |
Most frequent character per category
Uppercase Letter
| Value | Count | Frequency (%) |
| N | 2614 | |
| Y | 1614 | |
| C | 1131 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 5359 |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| N | 2614 | |
| Y | 1614 | |
| C | 1131 |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 5359 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| N | 2614 | |
| Y | 1614 | |
| C | 1131 |
IntendedKnowledgeOutcomes
Categorical
HIGH CARDINALITY  MISSING 
| Distinct | 4371 |
|---|---|
| Distinct (%) | 86.2% |
| Missing | 286 |
| Missing (%) | 5.3% |
| Memory size | 42.0 KiB |
| All areas of grammar, vocabulary and background knowledge related to the skills listed below. | 61 |
|---|---|
| By the end of the course, students will have gained knowledge in: - using complex lexical and grammatical structures in a range of advanced discourse types, both spoken and written - synthesising information from a variety of authentic sources, comprising extended aural and written input from a variety of demanding discourse types - extended writing in the target language, focusing particularly on argumentative and synthetic compositions in a formal professional and academic register - understanding, using and evaluating information from authentic audio-visual media sources - giving oral presentations, leading and taking part in critical discussions in the target language on a variety of controversial, topical issues, using appropriate range and register. | 12 |
| By the end of the course, students will have gained knowledge in: - The use of appropriate sentence and text structures, lexicon and register in a range of advanced discourse types - All areas of grammar, vocabulary and background knowledge related to the skills listed below | 12 |
| Students will acquire and strengthen their knowledge of a range of forms, techniques and thematic concerns and of a variety of perspectives from which these can be approached. | 10 |
| On completion of this module, students will have: 1. an understanding of specialist academic study skills 2. a better knowledge of the university’s career resources 3. an enhanced understanding of module materials | 7 |
| Other values (4366) |
Length
| Max length | 3616 |
|---|---|
| Median length | 1019 |
| Mean length | 511.904 |
| Min length | 26 |
Characters and Unicode
| Total characters | 2596889 |
|---|---|
| Distinct characters | 104 |
| Distinct categories | 13 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 3 ? |
Unique
| Unique | 3884 ? |
|---|---|
| Unique (%) | 76.6% |
Sample
| 1st row | At the end of this module students will be able to: • Demonstrate a conceptual understanding of business economics, and distinguish some difference from accounting concepts. • Analyse the economic aspects of the nature of competition and behaviour of firms in an industry, and appraise their implications for the competitive strategies and performance of businesses. • Apply economic techniques in managerial decision making, but also illustrate the limitations implicit in such techniques. |
|---|---|
| 2nd row | By the end of the module students will be able to : - Demonstrate an understanding of the issues involved in designing and operating management accounting and control systems that require to serve diverse purposes. - Examine current research issues in management accounting. |
| 3rd row | By the end of the module, students should be able to: Apply the requirements of Company Law and International Financial Reporting Standards concerning the format and content of company financial statements Assess and compare the effects of accounting policy choices on reported income, net assets and capital |
| 4th row | By the end of the module students will be able to - Demonstrate critical understanding of theories and models in finance, and the way they are developed. - Evaluate the key financial decisions faced by a firm and how theories can inform practice. - Compare different approaches to solve financial problems and the ability to critically evaluate them under different circumstances. - Analyse, summarize and interpret academic research for financial decision making. |
| 5th row | By the end of the module students will be able to - Demonstrate critical understanding of theories and models in finance, and the way they are developed. - Evaluate the key financial decisions faced by a firm and how theories can inform practice. - Compare different approaches to solve financial problems and the ability to critically evaluate them under different circumstances. - Analyse, summarize and interpret academic research for financial decision making. |
Common Values
| Value | Count | Frequency (%) |
| All areas of grammar, vocabulary and background knowledge related to the skills listed below. | 61 | 1.1% |
| By the end of the course, students will have gained knowledge in: - using complex lexical and grammatical structures in a range of advanced discourse types, both spoken and written - synthesising information from a variety of authentic sources, comprising extended aural and written input from a variety of demanding discourse types - extended writing in the target language, focusing particularly on argumentative and synthetic compositions in a formal professional and academic register - understanding, using and evaluating information from authentic audio-visual media sources - giving oral presentations, leading and taking part in critical discussions in the target language on a variety of controversial, topical issues, using appropriate range and register. | 12 | 0.2% |
| By the end of the course, students will have gained knowledge in: - The use of appropriate sentence and text structures, lexicon and register in a range of advanced discourse types - All areas of grammar, vocabulary and background knowledge related to the skills listed below | 12 | 0.2% |
| Students will acquire and strengthen their knowledge of a range of forms, techniques and thematic concerns and of a variety of perspectives from which these can be approached. | 10 | 0.2% |
| On completion of this module, students will have: 1. an understanding of specialist academic study skills 2. a better knowledge of the university’s career resources 3. an enhanced understanding of module materials | 7 | 0.1% |
| • know in detail the research area(s) in which the work is based • understand research methods and processes | 7 | 0.1% |
| Understanding of general academic skills required for academic study. Understanding of Economics-specific skills required for academic study. | 7 | 0.1% |
| On completion of this module, students will have developed an advanced knowledge and understanding in one or more of the aspects of their discipline. | 7 | 0.1% |
| On successful completion of this module, learners will be able to demonstrate: • Sound understanding of the relevant discipline areas to which the challenge applies • Appreciation of the interconnectedness of disciplines • Knowledge and understanding of how to apply tools and techniques to realise mutual objectives | 6 | 0.1% |
| Students will acquire and strengthen their knowledge of a range of poetic forms, techniques and thematic concerns and of a variety of perspectives from which these can be approached. Students will gain the considered use of tone, register, structure, genre and audience in their own writing; as well as an understanding of editorial approaches and processes. | 5 | 0.1% |
| Other values (4361) | 4939 | |
| (Missing) | 286 | 5.3% |
Length
| Value | Count | Frequency (%) |
| of | 26327 | 6.9% |
| and | 25280 | 6.7% |
| the | 24295 | 6.4% |
| to | 12438 | 3.3% |
| in | 7869 | 2.1% |
| • | 6139 | 1.6% |
| a | 6100 | 1.6% |
| understanding | 4157 | 1.1% |
| knowledge | 3933 | 1.0% |
| be | 3883 | 1.0% |
| Other values (11986) | 258719 |
Most occurring characters
| Value | Count | Frequency (%) |
| 359101 | ||
| e | 250827 | 9.7% |
| t | 183478 | 7.1% |
| n | 178272 | 6.9% |
| a | 172861 | 6.7% |
| i | 166415 | 6.4% |
| o | 154830 | 6.0% |
| s | 137957 | 5.3% |
| r | 121071 | 4.7% |
| l | 97821 | 3.8% |
| Other values (94) | 774256 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 2088192 | |
| Space Separator | 359101 | 13.8% |
| Control | 52789 | 2.0% |
| Other Punctuation | 43580 | 1.7% |
| Uppercase Letter | 33383 | 1.3% |
| Decimal Number | 8672 | 0.3% |
| Dash Punctuation | 6065 | 0.2% |
| Close Punctuation | 2456 | 0.1% |
| Open Punctuation | 1652 | 0.1% |
| Final Punctuation | 627 | < 0.1% |
| Other values (3) | 372 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 250827 | |
| t | 183478 | 8.8% |
| n | 178272 | 8.5% |
| a | 172861 | 8.3% |
| i | 166415 | 8.0% |
| o | 154830 | 7.4% |
| s | 137957 | 6.6% |
| r | 121071 | 5.8% |
| l | 97821 | 4.7% |
| d | 97530 | 4.7% |
| Other values (23) | 527130 |
Uppercase Letter
| Value | Count | Frequency (%) |
| A | 4483 | |
| T | 4045 | |
| D | 2573 | 7.7% |
| S | 2528 | 7.6% |
| U | 2214 | 6.6% |
| I | 2013 | 6.0% |
| K | 1989 | 6.0% |
| C | 1845 | 5.5% |
| B | 1820 | 5.5% |
| O | 1790 | 5.4% |
| Other values (16) | 8083 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 15884 | |
| , | 12894 | |
| • | 6579 | |
| : | 3631 | 8.3% |
| ; | 2933 | 6.7% |
| / | 861 | 2.0% |
| ' | 319 | 0.7% |
| * | 192 | 0.4% |
| & | 154 | 0.4% |
| ? | 97 | 0.2% |
| Other values (4) | 36 | 0.1% |
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 2047 | |
| 2 | 1816 | |
| 3 | 1496 | |
| 4 | 1016 | |
| 5 | 675 | 7.8% |
| 0 | 473 | 5.5% |
| 6 | 418 | 4.8% |
| 7 | 261 | 3.0% |
| 8 | 242 | 2.8% |
| 9 | 228 | 2.6% |
Math Symbol
| Value | Count | Frequency (%) |
| > | 36 | |
| + | 23 | |
| < | 10 | 13.7% |
| ~ | 3 | 4.1% |
| = | 1 | 1.4% |
Control
| Value | Count | Frequency (%) |
| 23645 | ||
| 23634 | ||
| 5510 | 10.4% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 5850 | |
| – | 203 | 3.3% |
| — | 12 | 0.2% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 2411 | |
| ] | 45 | 1.8% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 1615 | |
| [ | 37 | 2.2% |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 564 | |
| ” | 63 | 10.0% |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 236 | |
| “ | 59 | 20.0% |
Space Separator
| Value | Count | Frequency (%) |
| 359101 |
Connector Punctuation
| Value | Count | Frequency (%) |
| _ | 4 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 2121575 | |
| Common | 475314 | 18.3% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 250827 | |
| t | 183478 | 8.6% |
| n | 178272 | 8.4% |
| a | 172861 | 8.1% |
| i | 166415 | 7.8% |
| o | 154830 | 7.3% |
| s | 137957 | 6.5% |
| r | 121071 | 5.7% |
| l | 97821 | 4.6% |
| d | 97530 | 4.6% |
| Other values (49) | 560513 |
Common
| Value | Count | Frequency (%) |
| 359101 | ||
| 23645 | 5.0% | |
| 23634 | 5.0% | |
| . | 15884 | 3.3% |
| , | 12894 | 2.7% |
| • | 6579 | 1.4% |
| - | 5850 | 1.2% |
| 5510 | 1.2% | |
| : | 3631 | 0.8% |
| ; | 2933 | 0.6% |
| Other values (35) | 15653 | 3.3% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 2589142 | |
| Punctuation | 7725 | 0.3% |
| None | 22 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 359101 | ||
| e | 250827 | 9.7% |
| t | 183478 | 7.1% |
| n | 178272 | 6.9% |
| a | 172861 | 6.7% |
| i | 166415 | 6.4% |
| o | 154830 | 6.0% |
| s | 137957 | 5.3% |
| r | 121071 | 4.7% |
| l | 97821 | 3.8% |
| Other values (78) | 766509 |
Punctuation
| Value | Count | Frequency (%) |
| • | 6579 | |
| ’ | 564 | 7.3% |
| ‘ | 236 | 3.1% |
| – | 203 | 2.6% |
| ” | 63 | 0.8% |
| “ | 59 | 0.8% |
| — | 12 | 0.2% |
| … | 9 | 0.1% |
None
| Value | Count | Frequency (%) |
| é | 9 | |
| · | 7 | |
| è | 1 | 4.5% |
| ö | 1 | 4.5% |
| ü | 1 | 4.5% |
| á | 1 | 4.5% |
| í | 1 | 4.5% |
| ó | 1 | 4.5% |
IntendedSkillOutcomes
Categorical
HIGH CARDINALITY  MISSING  UNIFORM 
| Distinct | 4346 |
|---|---|
| Distinct (%) | 86.1% |
| Missing | 314 |
| Missing (%) | 5.9% |
| Memory size | 42.0 KiB |
| Students will develop the confidence to experiment with their own work and to produce considered and disciplined revision of their work. They will learn to read and evaluate the work of other writers and to evaluate and develop their own writing in the context of this, as well as to receive and incorporate constructive feedback. | 10 |
|---|---|
| Development of associated skills in research, critical reading and reasoning, sustained discussion and appropriate presentation of the results. | 9 |
| To learn adaptability and flexibility in living and studying in a different country. | 8 |
| Ability to understand good academic practice. | 7 |
| Subject Specific or Professional Skills 1 Increased confidence in laboratory work Cognitive or Intellectual Skills 2 Able to draw conclusions from results 3 Ability to interpret results and modify future work on the basis of this interpretation Key Skills 4 Able to plan project work effectively 5 Able to find and abstract information from primary research sources 6 Able to record labwork and data accurately 7 Able to communicate the essence of the work and results in written and oral form | 7 |
| Other values (4341) |
Length
| Max length | 3839 |
|---|---|
| Median length | 1065 |
| Mean length | 511.09693 |
| Min length | 26 |
Characters and Unicode
| Total characters | 2578484 |
|---|---|
| Distinct characters | 100 |
| Distinct categories | 14 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 3 ? |
Unique
| Unique | 3814 ? |
|---|---|
| Unique (%) | 75.6% |
Sample
| 1st row | At the end of this module students will be able to: • Develop independent learning to prepare a written report. • Develop quantitative skills to practice the using of statistical software, employ the appropriate models to analyse the data, and interpret the empirical findings. • Analyse different market structures and equilibrium outcomes in each of them. |
|---|---|
| 2nd row | By the end of the module students will be able to: - Manipulate data into relevant management accounting and control information for planning, decision-making and control - Interpret management accounting and control information |
| 3rd row | By the end of the module, students should be able to: Prepare and interpret published financial statements of limited companies in accordance with IFRS |
| 4th row | By the end of the module students will acquire the following skills: - Quantitative skills in financial analysis and projections - Critical discussion with evidence - Effective communication - Solve structured and unstructured problems |
| 5th row | 1. Financial Analysis 2. Critical evaluation of arguments and evidence 3. Drawing conclusions from problems |
Common Values
| Value | Count | Frequency (%) |
| Students will develop the confidence to experiment with their own work and to produce considered and disciplined revision of their work. They will learn to read and evaluate the work of other writers and to evaluate and develop their own writing in the context of this, as well as to receive and incorporate constructive feedback. | 10 | 0.2% |
| Development of associated skills in research, critical reading and reasoning, sustained discussion and appropriate presentation of the results. | 9 | 0.2% |
| To learn adaptability and flexibility in living and studying in a different country. | 8 | 0.1% |
| Ability to understand good academic practice. | 7 | 0.1% |
| Subject Specific or Professional Skills 1 Increased confidence in laboratory work Cognitive or Intellectual Skills 2 Able to draw conclusions from results 3 Ability to interpret results and modify future work on the basis of this interpretation Key Skills 4 Able to plan project work effectively 5 Able to find and abstract information from primary research sources 6 Able to record labwork and data accurately 7 Able to communicate the essence of the work and results in written and oral form | 7 | 0.1% |
| On completion of this module, students will have had opportunities to enhance their skills in the generation, interpretation and use of data relevant to their discipline. In particular, they will have: (a) critically assessed the value of data and other information on a topic; (b) formulated or recognised key hypotheses, and identified key data/information which would allow these hypotheses to be tested; (c) in many cases, generated such data, through field, laboratory, or other means, and (d) presented and summarised such data, and critically appraised their significance, using appropriate numerical and other techniques. | 7 | 0.1% |
| Speaking: To develop further the skill of speaking so that by the end of the module students will feel confident about communicating with native speakers. This will go beyond dealing with everyday situations – students will be expected to express their views on more complex topics. Listening: To reinforce the students’ listening skills by regularly listening to (mostly) authentic broadcasts from the radio and television (this could include interviews, reports or film extracts). Writing: To reinforce the students’ ability to write reports, essays and letters in the foreign language. Reading: To reinforce the students’ reading skills through a variety of more complex authentic materials than studied previously in the target language. Gammar/Vocabulary: • To further their command of grammar and to introduce and practise more complex structures • To help expan their vocabulary to areas which go beyond basic “everyday use” of the foreign language | 7 | 0.1% |
| Speaking: Talking about yourself; Asking for/giving directions; Comparing products and services; Socialising. Listening: Students should be able to understand native speakers in situations similar to those listed above, provided that they speak fairly slowly, addressing you directly and with a reasonable clear accent. They will also become familiar with the most common phrases in telephone conversations and be able to achieve a basic level of comprehension when listening to simple off-air material. Writing: Students should be able to write simple compositions based on topics and situations listed above such a short notes, and informal letters to friends, and simple formal letters asking for information. Reading: Students will be able to understand relevant information from short newspaper reports, brochures, letters, basic regulations, publicity materials, etc. Cognitive/intellectual skills: Students will learn: - To understand the functions and structures of a foreign language at Elementary level. - To locate and make use of materials appropriate for this level other than those provided by the teacher. - To evaluate their own performance - To apply a range of strategies for language learning appropriate for this level. | 6 | 0.1% |
| On completion of this module, learners will be able to: • Lead cross-disciplinary teams and demonstrate appreciation of different disciplinary specialisms • Demonstrate curiosity in the pursuit of solutions to grand challenges • Be confident in dealing with ambiguity and uncertainty | 6 | 0.1% |
| Opportunities are afforded to develop the following subject-specific skills: ISO1 - The ability to use library and web-based resources to research the selected topic. ISO2 - The ability to plan and manage a self-directed research or design project. ISO3 - The ability to write a journal paper and associated supporting materials. | 5 | 0.1% |
| Other values (4336) | 4973 | |
| (Missing) | 314 | 5.9% |
Length
| Value | Count | Frequency (%) |
| and | 25196 | 6.7% |
| to | 18667 | 5.0% |
| the | 15849 | 4.2% |
| of | 15032 | 4.0% |
| in | 8569 | 2.3% |
| a | 7204 | 1.9% |
| • | 6616 | 1.8% |
| skills | 4969 | 1.3% |
| 4254 | 1.1% | |
| be | 4186 | 1.1% |
| Other values (9369) | 264881 |
Most occurring characters
| Value | Count | Frequency (%) |
| 352229 | ||
| e | 242301 | 9.4% |
| t | 183621 | 7.1% |
| a | 177279 | 6.9% |
| i | 174745 | 6.8% |
| n | 167113 | 6.5% |
| o | 145786 | 5.7% |
| s | 137656 | 5.3% |
| r | 125128 | 4.9% |
| l | 113492 | 4.4% |
| Other values (90) | 759134 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 2063909 | |
| Space Separator | 352229 | 13.7% |
| Control | 60924 | 2.4% |
| Other Punctuation | 46406 | 1.8% |
| Uppercase Letter | 33671 | 1.3% |
| Decimal Number | 8505 | 0.3% |
| Dash Punctuation | 7295 | 0.3% |
| Close Punctuation | 2781 | 0.1% |
| Open Punctuation | 2045 | 0.1% |
| Final Punctuation | 539 | < 0.1% |
| Other values (4) | 180 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 242301 | |
| t | 183621 | 8.9% |
| a | 177279 | 8.6% |
| i | 174745 | 8.5% |
| n | 167113 | 8.1% |
| o | 145786 | 7.1% |
| s | 137656 | 6.7% |
| r | 125128 | 6.1% |
| l | 113492 | 5.5% |
| c | 83938 | 4.1% |
| Other values (17) | 512850 |
Uppercase Letter
| Value | Count | Frequency (%) |
| T | 4519 | |
| S | 4400 | |
| A | 4005 | |
| C | 2952 | |
| D | 2450 | 7.3% |
| I | 2403 | 7.1% |
| O | 1837 | 5.5% |
| B | 1782 | 5.3% |
| E | 1616 | 4.8% |
| P | 1537 | 4.6% |
| Other values (16) | 6170 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 16565 | |
| , | 13368 | |
| • | 6990 | |
| : | 4455 | 9.6% |
| ; | 3173 | 6.8% |
| / | 1112 | 2.4% |
| * | 301 | 0.6% |
| ' | 177 | 0.4% |
| & | 147 | 0.3% |
| ? | 63 | 0.1% |
| Other values (4) | 55 | 0.1% |
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 1959 | |
| 2 | 1758 | |
| 3 | 1439 | |
| 4 | 1059 | |
| 5 | 783 | 9.2% |
| 6 | 524 | 6.2% |
| 7 | 378 | 4.4% |
| 8 | 243 | 2.9% |
| 0 | 199 | 2.3% |
| 9 | 163 | 1.9% |
Math Symbol
| Value | Count | Frequency (%) |
| > | 38 | |
| < | 10 | 17.9% |
| + | 4 | 7.1% |
| ~ | 4 | 7.1% |
Control
| Value | Count | Frequency (%) |
| 27613 | ||
| 27574 | ||
| 5737 | 9.4% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 7060 | |
| – | 217 | 3.0% |
| — | 18 | 0.2% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 2718 | |
| ] | 59 | 2.1% |
| } | 4 | 0.1% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 1992 | |
| [ | 49 | 2.4% |
| { | 4 | 0.2% |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 518 | |
| ” | 21 | 3.9% |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 94 | |
| “ | 18 | 16.1% |
Space Separator
| Value | Count | Frequency (%) |
| 352229 |
Currency Symbol
| Value | Count | Frequency (%) |
| $ | 8 |
Modifier Symbol
| Value | Count | Frequency (%) |
| ^ | 4 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 2097580 | |
| Common | 480904 | 18.7% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 242301 | |
| t | 183621 | 8.8% |
| a | 177279 | 8.5% |
| i | 174745 | 8.3% |
| n | 167113 | 8.0% |
| o | 145786 | 7.0% |
| s | 137656 | 6.6% |
| r | 125128 | 6.0% |
| l | 113492 | 5.4% |
| c | 83938 | 4.0% |
| Other values (43) | 546521 |
Common
| Value | Count | Frequency (%) |
| 352229 | ||
| 27613 | 5.7% | |
| 27574 | 5.7% | |
| . | 16565 | 3.4% |
| , | 13368 | 2.8% |
| - | 7060 | 1.5% |
| • | 6990 | 1.5% |
| 5737 | 1.2% | |
| : | 4455 | 0.9% |
| ; | 3173 | 0.7% |
| Other values (37) | 16140 | 3.4% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 2570567 | |
| Punctuation | 7880 | 0.3% |
| None | 37 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 352229 | ||
| e | 242301 | 9.4% |
| t | 183621 | 7.1% |
| a | 177279 | 6.9% |
| i | 174745 | 6.8% |
| n | 167113 | 6.5% |
| o | 145786 | 5.7% |
| s | 137656 | 5.4% |
| r | 125128 | 4.9% |
| l | 113492 | 4.4% |
| Other values (80) | 751217 |
Punctuation
| Value | Count | Frequency (%) |
| • | 6990 | |
| ’ | 518 | 6.6% |
| – | 217 | 2.8% |
| ‘ | 94 | 1.2% |
| ” | 21 | 0.3% |
| — | 18 | 0.2% |
| “ | 18 | 0.2% |
| … | 4 | 0.1% |
None
| Value | Count | Frequency (%) |
| · | 34 | |
| é | 3 | 8.1% |
GraduateSkillsFrameworkApplicable
Boolean
HIGH CORRELATION  IMBALANCE 
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False | |
|---|---|
| True | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| True | 217 | 4.0% |
CriticalThinking
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
DataSynthesis
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
ActiveLearning
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Numeracy
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Literacy
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
SelfAwarenessAndReflection
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
InnovationAndCreativity
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Initiative
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Independence
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Adaptability
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
ProblemSolving
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Budgeting
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Oral
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
ForeignLanguages
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Interpersonal
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
WrittenOther
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Collaboration
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
RelationshipBuilding
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Leadership
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
Negotiation
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
PeerAssessmentReview
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
OccupationalAwareness
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
MarketAwareness
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
GovernanceAwareness
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
FinancialAwareness
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
BusinessPlanning
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
EthicalAwareness
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
SocialCulturalGlobalAwareness
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
LegalAwareness
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
SourceMaterials
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
SynthesiseAndPresentMaterials
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
UseOfComputerApplications
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
GoalSettingAndActionPlanning
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
DecisionMaking
Boolean
CONSTANT  MISSING 
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 217 |
| Missing (%) | 4.0% |
| Memory size | 10.6 KiB |
| False | |
|---|---|
| (Missing) | 217 |
| Value | Count | Frequency (%) |
| False | 5142 | |
| (Missing) | 217 | 4.0% |
TeachingRationaleAndRelationship
Categorical
HIGH CARDINALITY  MISSING 
| Distinct | 4098 |
|---|---|
| Distinct (%) | 81.6% |
| Missing | 339 |
| Missing (%) | 6.3% |
| Memory size | 42.0 KiB |
| Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Problem Classes are used to help develop the students’ abilities at applying the theory to solving problems. | 68 |
|---|---|
| 1. Teaching in the language seminars will focus on communication skills. Grammar will be taught systematically to enable students to produce and manipulate the foreign language. Use of the target language will be made as much as possible to develop listening skills. All four skills: listening, reading, writing and speaking are fully integrated in the language seminars and associated work and preparation, and will be tested equally. 2. Independent learning and learner autonomy are further developed through online guided tasks, pair and group work, assessment preparation and completion, and self-study at home, via the University’s Virtual Learning Environment (VLE) and in the Language Resource Centre. Particular initiative is expected from students, e.g. course participants will be asked to contribute their own materials to the classes and activities. 3. Depending on numbers we may be able to offer one online only group and the Teaching Activities will differ as follows. Scheduled Learning and Teaching Activities / Small group teaching / 11 weeks / 2 hours weekly / 22 hours / Online synchronous language seminars | 65 |
| This is a dummy MOF set up primarily for HESA purposes. The information in this section may not be current and does not provide the detail required of a normal MOF. This information should not be downloaded and used, instead information in relation to teaching activities and assessments should be sourced by contacting the relevant school. | 28 |
| Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. | 22 |
| Non-synchronous online materials are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on assessed work. Present-in-person and synchronous online sessions are used to help develop the students’ abilities at applying the theory to solving problems and to identify and resolve specific queries raised by students, and to allow students to receive individual feedback on marked work. Students who cannot attend a present-in-person session will be provided with an alternative activity allowing them to access the learning outcomes of that session. In addition, office hours/discussion board activity will provide an opportunity for more direct contact between individual students and the lecturer: a typical student might spend a total of one or two hours over the course of the module, either individually or as part of a group. Alternatives will be offered to students unable to be present-in-person due to the prevailing C-19 circumstances. Student’s should consult their individual timetable for up-to-date delivery information. | 14 |
| Other values (4093) |
Length
| Max length | 4000 |
|---|---|
| Median length | 1530 |
| Mean length | 747.71932 |
| Min length | 42 |
Characters and Unicode
| Total characters | 3753551 |
|---|---|
| Distinct characters | 107 |
| Distinct categories | 15 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 3 ? |
Unique
| Unique | 3628 ? |
|---|---|
| Unique (%) | 72.3% |
Sample
| 1st row | Formal lecture materials are used to explain the issues, and to introduce concepts and techniques. Seminar sessions are held throughout the year, designed to be both explanatory and interactive and offering the opportunity to explore issues raised in lectures. Students have the opportunity to develop and practise key skills in these sessions. Students are able to judge their progress in the module through these sessions. |
|---|---|
| 2nd row | Lectures materials are used to explain relevant issues and to introduce appropriate concepts and techniques. Seminars are used to enable students to apply and develop skills in an interactive environment. |
| 3rd row | Lecture material introduces the course material to students, and concentrates upon some of the more challenging aspects of financial reporting. Students are given a programme of required reading to supplement the lecture materials and are encouraged to attempt questions as well as reading around subjects as widely as possible. The synchronous sessions consolidate the course material by allowing students to tackle problems in a small group environment, where the seminar leader is available to provide explanations and give extra help as required. The practice questions set will help students to develop problem-solving, numeracy and written-communication skills. The synchronous sessions are designed to encourage discussion by probing the implications of alternative accounting policy choices and trends in financial reporting. Students are required to attend synchronous seminar sessions with their attempts at set questions ready to discuss these with the rest of the group. |
| 4th row | Lecture materials are designed to provide an introduction and exposition of key models, research and financial decisions Private study enables students to develop this in more detail. Scehduled contact time provides an opportunity for students to work individually and in groups to discuss reading and work through problem questions. Group sessions provide an opportunity for students to develop their problem solving skills |
| 5th row | Lectures are designed to provide an introduction and exposition of key models, research and financial decisions [A1] Private study enables students to develop this in more detail. Seminars provide an opportunity for students to work individually and in groups to discuss reading and work through problem questions. [B1-B3]. Group feedback sessions provide an opportunity for students to develop their problem solving skills [B1] - [B3] |
Common Values
| Value | Count | Frequency (%) |
| Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Problem Classes are used to help develop the students’ abilities at applying the theory to solving problems. | 68 | 1.3% |
| 1. Teaching in the language seminars will focus on communication skills. Grammar will be taught systematically to enable students to produce and manipulate the foreign language. Use of the target language will be made as much as possible to develop listening skills. All four skills: listening, reading, writing and speaking are fully integrated in the language seminars and associated work and preparation, and will be tested equally. 2. Independent learning and learner autonomy are further developed through online guided tasks, pair and group work, assessment preparation and completion, and self-study at home, via the University’s Virtual Learning Environment (VLE) and in the Language Resource Centre. Particular initiative is expected from students, e.g. course participants will be asked to contribute their own materials to the classes and activities. 3. Depending on numbers we may be able to offer one online only group and the Teaching Activities will differ as follows. Scheduled Learning and Teaching Activities / Small group teaching / 11 weeks / 2 hours weekly / 22 hours / Online synchronous language seminars | 65 | 1.2% |
| This is a dummy MOF set up primarily for HESA purposes. The information in this section may not be current and does not provide the detail required of a normal MOF. This information should not be downloaded and used, instead information in relation to teaching activities and assessments should be sourced by contacting the relevant school. | 28 | 0.5% |
| Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. | 22 | 0.4% |
| Non-synchronous online materials are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on assessed work. Present-in-person and synchronous online sessions are used to help develop the students’ abilities at applying the theory to solving problems and to identify and resolve specific queries raised by students, and to allow students to receive individual feedback on marked work. Students who cannot attend a present-in-person session will be provided with an alternative activity allowing them to access the learning outcomes of that session. In addition, office hours/discussion board activity will provide an opportunity for more direct contact between individual students and the lecturer: a typical student might spend a total of one or two hours over the course of the module, either individually or as part of a group. Alternatives will be offered to students unable to be present-in-person due to the prevailing C-19 circumstances. Student’s should consult their individual timetable for up-to-date delivery information. | 14 | 0.3% |
| Lectures will be used to introduce the learning material and for demonstrating the key concepts by example. Students are expected to follow-up lectures within a few days by re-reading and annotating lecture notes to aid deep learning. This is a very practical subject, and it is important that the learning materials are supported by hands-on opportunities provided by practical classes. Students are expected to spend time on coursework outside timetabled practical classes. Students aiming for 1st class marks are expected to widen their knowledge beyond the content of lecture notes through background reading. Students should set aside sufficient time to revise for the end of semester exam. | 13 | 0.2% |
| Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Problem Classes are used to help develop the students’ abilities at applying the theory to solving problems. Tutorials are used to identify and resolve specific queries raised by students and to allow students to receive individual feedback on marked work. In addition, office hours (two per week) will provide an opportunity for more direct contact between individual students and the lecturer: a typical student might spend a total of one or two hours over the course of the module, either individually or as part of a group. | 12 | 0.2% |
| Live-synchronous small group tutorials provides students with guidance and direction on their design project assignments. Workshops provide the weekly induction for tasks. Additional recorded lecture material is available for non-synchronous learning and an opportunity to revisit contents. A major part of student hours is dedicated for practical project work to allow progress on design project assignments. Drop-in/surgery provide students an opportunity for personal tutorials. | 12 | 0.2% |
| Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Problem Classes are used to help develop the students’ abilities at applying the theory to solving problems. Tutorials are used to identify and resolve specific queries raised by students and to allow students to receive individual feedback on marked work. In addition, office hours (two per week) will provide an opportunity for more direct contact between individual students and the lecturer. | 11 | 0.2% |
| Language classes will introduce, model and offer guidance in each of the skills that students are required to practise during the course (including summary and commentary writing, intensive reading, taking part in critical discussions, and translation into the foreign language). Group work will offer students an opportunity to work in small groups (in the target language) under close supervision of the lecturer. These classes will focus on the skills listed in the outline syllabus. Teaching will be mostly in the target language. Work requirements: - researching materials for oral presentation and discussion - writing critical discussions and summaries in the target language - practising and revising advanced vocabulary and grammar | 9 | 0.2% |
| Other values (4088) | 4766 | |
| (Missing) | 339 | 6.3% |
Length
| Value | Count | Frequency (%) |
| and | 32191 | 5.9% |
| the | 32087 | 5.8% |
| to | 21833 | 4.0% |
| of | 17985 | 3.3% |
| in | 11706 | 2.1% |
| will | 11357 | 2.1% |
| students | 10249 | 1.9% |
| a | 7721 | 1.4% |
| for | 6675 | 1.2% |
| be | 6554 | 1.2% |
| Other values (9866) | 391308 |
Most occurring characters
| Value | Count | Frequency (%) |
| 542969 | ||
| e | 386199 | 10.3% |
| t | 270888 | 7.2% |
| i | 245455 | 6.5% |
| n | 238268 | 6.3% |
| s | 227994 | 6.1% |
| a | 224422 | 6.0% |
| o | 213145 | 5.7% |
| r | 196671 | 5.2% |
| l | 150442 | 4.0% |
| Other values (97) | 1057098 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 3061808 | |
| Space Separator | 542975 | 14.5% |
| Other Punctuation | 51366 | 1.4% |
| Uppercase Letter | 44503 | 1.2% |
| Control | 26425 | 0.7% |
| Dash Punctuation | 10156 | 0.3% |
| Decimal Number | 7399 | 0.2% |
| Close Punctuation | 3478 | 0.1% |
| Open Punctuation | 3285 | 0.1% |
| Final Punctuation | 1657 | < 0.1% |
| Other values (5) | 499 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 386199 | |
| t | 270888 | 8.8% |
| i | 245455 | 8.0% |
| n | 238268 | 7.8% |
| s | 227994 | 7.4% |
| a | 224422 | 7.3% |
| o | 213145 | 7.0% |
| r | 196671 | 6.4% |
| l | 150442 | 4.9% |
| d | 148480 | 4.8% |
| Other values (22) | 759844 |
Uppercase Letter
| Value | Count | Frequency (%) |
| T | 9744 | |
| S | 6828 | |
| L | 3836 | 8.6% |
| I | 3049 | 6.9% |
| P | 2836 | 6.4% |
| A | 2821 | 6.3% |
| C | 2038 | 4.6% |
| O | 1673 | 3.8% |
| E | 1598 | 3.6% |
| D | 1258 | 2.8% |
| Other values (16) | 8822 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 25223 | |
| , | 19800 | |
| / | 1847 | 3.6% |
| : | 1554 | 3.0% |
| ; | 1077 | 2.1% |
| • | 631 | 1.2% |
| ' | 571 | 1.1% |
| & | 320 | 0.6% |
| ? | 157 | 0.3% |
| * | 70 | 0.1% |
| Other values (7) | 116 | 0.2% |
Decimal Number
| Value | Count | Frequency (%) |
| 1 | 2286 | |
| 2 | 1706 | |
| 3 | 803 | 10.9% |
| 0 | 737 | 10.0% |
| 4 | 500 | 6.8% |
| 5 | 413 | 5.6% |
| 9 | 300 | 4.1% |
| 6 | 290 | 3.9% |
| 8 | 222 | 3.0% |
| 7 | 142 | 1.9% |
Math Symbol
| Value | Count | Frequency (%) |
| = | 60 | |
| + | 17 | 21.2% |
| > | 2 | 2.5% |
| ~ | 1 | 1.2% |
Control
| Value | Count | Frequency (%) |
| 12959 | ||
| 12950 | ||
| 516 | 2.0% |
Space Separator
| Value | Count | Frequency (%) |
| 542969 | ||
| 6 | < 0.1% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 9954 | |
| – | 202 | 2.0% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 3463 | |
| ] | 15 | 0.4% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 3270 | |
| [ | 15 | 0.5% |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 1557 | |
| ” | 100 | 6.0% |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 311 | |
| “ | 100 | 24.3% |
Connector Punctuation
| Value | Count | Frequency (%) |
| _ | 4 |
Modifier Symbol
| Value | Count | Frequency (%) |
| ` | 3 |
Other Number
| Value | Count | Frequency (%) |
| ½ | 1 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 3106311 | |
| Common | 647240 | 17.2% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 386199 | |
| t | 270888 | 8.7% |
| i | 245455 | 7.9% |
| n | 238268 | 7.7% |
| s | 227994 | 7.3% |
| a | 224422 | 7.2% |
| o | 213145 | 6.9% |
| r | 196671 | 6.3% |
| l | 150442 | 4.8% |
| d | 148480 | 4.8% |
| Other values (48) | 804347 |
Common
| Value | Count | Frequency (%) |
| 542969 | ||
| . | 25223 | 3.9% |
| , | 19800 | 3.1% |
| 12959 | 2.0% | |
| 12950 | 2.0% | |
| - | 9954 | 1.5% |
| ) | 3463 | 0.5% |
| ( | 3270 | 0.5% |
| 1 | 2286 | 0.4% |
| / | 1847 | 0.3% |
| Other values (39) | 12519 | 1.9% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 3750624 | |
| Punctuation | 2905 | 0.1% |
| None | 22 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 542969 | ||
| e | 386199 | 10.3% |
| t | 270888 | 7.2% |
| i | 245455 | 6.5% |
| n | 238268 | 6.4% |
| s | 227994 | 6.1% |
| a | 224422 | 6.0% |
| o | 213145 | 5.7% |
| r | 196671 | 5.2% |
| l | 150442 | 4.0% |
| Other values (81) | 1054171 |
Punctuation
| Value | Count | Frequency (%) |
| ’ | 1557 | |
| • | 631 | |
| ‘ | 311 | 10.7% |
| – | 202 | 7.0% |
| ” | 100 | 3.4% |
| “ | 100 | 3.4% |
| … | 4 | 0.1% |
None
| Value | Count | Frequency (%) |
| 6 | ||
| é | 4 | |
| ñ | 3 | |
| · | 3 | |
| ó | 2 | 9.1% |
| à | 1 | 4.5% |
| ½ | 1 | 4.5% |
| á | 1 | 4.5% |
| ô | 1 | 4.5% |
AssessmentRationaleAndRelationship
Categorical
HIGH CARDINALITY  MISSING 
| Distinct | 4286 |
|---|---|
| Distinct (%) | 83.5% |
| Missing | 224 |
| Missing (%) | 4.2% |
| Memory size | 42.0 KiB |
| A substantial formal unseen examination is appropriate for the assessment of the material in this module. The coursework assignments allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose. In the event of on-campus examinations not being possible, an on-line alternative assessment will be used for written examination 1. | 66 |
|---|---|
| The portfolio will help students assess their progress and identify their strengths and areas for improvement. It will test student’s ability to communicate effectively, identify relevant information and produce a structured text in the target language. | 64 |
| Dummy assessment for SAP upload (see NESS for actual assessment) | 62 |
| There is no assessment for this module | 46 |
| A substantial formal examination is appropriate for the assessment of the material in this module. The course assessments will allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose. | 25 |
| Other values (4281) |
Length
| Max length | 3998 |
|---|---|
| Median length | 1660 |
| Mean length | 716.31899 |
| Min length | 19 |
Characters and Unicode
| Total characters | 3678298 |
|---|---|
| Distinct characters | 103 |
| Distinct categories | 14 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 3 ? |
Unique
| Unique | 3890 ? |
|---|---|
| Unique (%) | 75.8% |
Sample
| 1st row | Formal examination tests the students' intended knowledge outcomes and their ability to write about specific models/issues and solve numerical problems. The 1200 word report provides an opportunity for students to demonstrate their business knowledge and written communication (report writing) skills. In the case of an alternative semester 2 assessment (worth 75% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place. |
|---|---|
| 2nd row | The formal examination tests students' intended knowledge and skills outcomes, in particular the framing of data into relevant management accounting and control information and the use and interpretation of this information. The assessment scheme examines students on set problems of management accounting and control systems as applied to planning, decision-making and control. The group project tests students on the application of management accounting and control systems by use of an extended problem/short case incorporating features of real-world complexity. Self and peer review will take place after the report, and individuals will receive the group mark adjusted according to self and peer review i.e. their own and their team members’ assessment of each other’s contributions to report. Each team is to keep a log of its meetings, which should be handed in with the report itself. The module leader retains the right to adjust individual marks where it is deemed necessary in the interests of fairness. |
| 3rd row | The semester 2 written examination tests the students' intended knowledge and skills outcomes, in particular their ability to write succinct essays and solve numerical problems, covering content from both semesters. The semester 1 MCQ examination will provide an assessment of students' core knowledge of IFRS standards covered in semester 1. In the case of an alternative semester 2 assessment (worth 75% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place. |
| 4th row | The formal examination assesses the students' intended knowledge and skills outcomes as well as problem solving, numeracy and written communication skills. For 2022/23 onwards it is the intention of the module team to move the Inspera digital exams platform for an in-person digital 3 hour closed book exam. Should this not be possible, the exam will remain as a written 3 hour closed book exam. In the case of an alternative semester 2 assessment being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam (digital or written) at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place. |
| 5th row | The examination assesses the students' intended knowledge and skills outcomes as well as problem solving and numeracy skills. |
Common Values
| Value | Count | Frequency (%) |
| A substantial formal unseen examination is appropriate for the assessment of the material in this module. The coursework assignments allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose. In the event of on-campus examinations not being possible, an on-line alternative assessment will be used for written examination 1. | 66 | 1.2% |
| The portfolio will help students assess their progress and identify their strengths and areas for improvement. It will test student’s ability to communicate effectively, identify relevant information and produce a structured text in the target language. | 64 | 1.2% |
| Dummy assessment for SAP upload (see NESS for actual assessment) | 62 | 1.2% |
| There is no assessment for this module | 46 | 0.9% |
| A substantial formal examination is appropriate for the assessment of the material in this module. The course assessments will allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose. | 25 | 0.5% |
| This is a dummy MOF set up primarily for HESA purposes. The information in this section may not be current and does not provide the detail required of a normal MOF. This information should not be downloaded and used, instead information in relation to teaching activities and assessments should be sourced by contacting the relevant school. | 19 | 0.4% |
| The post module assignments are an appropriate way to assess both theoretical knowledge and understanding and problem solving skills under time-constraint as required in industry. They enable a more realistic engineering design problem to be set and will also assess data and information acquisition and evaluation skills. | 16 | 0.3% |
| Students demonstrate acquisition of knowledge and skills through the submission of their creative work and further demonstrate their understanding of their own creative practice through the accompanying essayistic work. | 10 | 0.2% |
| Mode of assessment will vary according to the nature of the project, but will be established and agreed in writing at an early stage in discussions between student and supervisor. Typically it might be a performance or performances, a portfolio of scores or an anthology of recordings or other media products, or some combination of these. An assessment timetable, with a programme of ‘milestones’ (either formative or summative, depending on the nature of the project), will also be agreed. | 9 | 0.2% |
| A substantial formal unseen examination is appropriate for the assessment of the material in this module. The coursework assignments allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose. | 8 | 0.1% |
| Other values (4276) | 4810 | |
| (Missing) | 224 | 4.2% |
Length
| Value | Count | Frequency (%) |
| the | 42706 | 7.7% |
| and | 24706 | 4.4% |
| to | 22939 | 4.1% |
| of | 21637 | 3.9% |
| in | 11977 | 2.2% |
| a | 11391 | 2.0% |
| will | 9923 | 1.8% |
| students | 9075 | 1.6% |
| their | 7129 | 1.3% |
| be | 6768 | 1.2% |
| Other values (9760) | 388050 |
Most occurring characters
| Value | Count | Frequency (%) |
| 547711 | ||
| e | 388754 | 10.6% |
| t | 287060 | 7.8% |
| s | 251045 | 6.8% |
| a | 230499 | 6.3% |
| i | 218759 | 5.9% |
| n | 218333 | 5.9% |
| o | 207407 | 5.6% |
| r | 178423 | 4.9% |
| l | 136771 | 3.7% |
| Other values (93) | 1013536 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 2966047 | |
| Space Separator | 547714 | 14.9% |
| Other Punctuation | 49871 | 1.4% |
| Uppercase Letter | 47802 | 1.3% |
| Control | 31874 | 0.9% |
| Decimal Number | 17020 | 0.5% |
| Dash Punctuation | 6790 | 0.2% |
| Close Punctuation | 4123 | 0.1% |
| Open Punctuation | 3917 | 0.1% |
| Final Punctuation | 2629 | 0.1% |
| Other values (4) | 511 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 388754 | |
| t | 287060 | 9.7% |
| s | 251045 | 8.5% |
| a | 230499 | 7.8% |
| i | 218759 | 7.4% |
| n | 218333 | 7.4% |
| o | 207407 | 7.0% |
| r | 178423 | 6.0% |
| l | 136771 | 4.6% |
| d | 129183 | 4.4% |
| Other values (18) | 719813 |
Uppercase Letter
| Value | Count | Frequency (%) |
| T | 13719 | |
| S | 5467 | 11.4% |
| A | 3641 | 7.6% |
| E | 3111 | 6.5% |
| I | 3034 | 6.3% |
| P | 2128 | 4.5% |
| C | 2038 | 4.3% |
| F | 1878 | 3.9% |
| M | 1761 | 3.7% |
| O | 1512 | 3.2% |
| Other values (16) | 9513 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 23916 | |
| , | 17235 | |
| : | 1944 | 3.9% |
| ; | 1765 | 3.5% |
| / | 1501 | 3.0% |
| ' | 1244 | 2.5% |
| % | 1158 | 2.3% |
| • | 596 | 1.2% |
| * | 198 | 0.4% |
| & | 175 | 0.4% |
| Other values (6) | 139 | 0.3% |
Decimal Number
| Value | Count | Frequency (%) |
| 0 | 4881 | |
| 1 | 4064 | |
| 2 | 3545 | |
| 5 | 1357 | 8.0% |
| 3 | 1180 | 6.9% |
| 4 | 929 | 5.5% |
| 8 | 317 | 1.9% |
| 6 | 309 | 1.8% |
| 7 | 287 | 1.7% |
| 9 | 151 | 0.9% |
Math Symbol
| Value | Count | Frequency (%) |
| + | 24 | |
| < | 18 | |
| = | 17 | |
| ± | 2 | 3.2% |
| ~ | 2 | 3.2% |
Control
| Value | Count | Frequency (%) |
| 15569 | ||
| 15561 | ||
| 744 | 2.3% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 6449 | |
| – | 331 | 4.9% |
| — | 10 | 0.1% |
Space Separator
| Value | Count | Frequency (%) |
| 547711 | ||
| 3 | < 0.1% |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 4099 | |
| ] | 24 | 0.6% |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 3893 | |
| [ | 24 | 0.6% |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 2496 | |
| ” | 133 | 5.1% |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 312 | |
| “ | 134 |
Connector Punctuation
| Value | Count | Frequency (%) |
| _ | 1 |
Other Number
| Value | Count | Frequency (%) |
| ¾ | 1 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 3013849 | |
| Common | 664449 | 18.1% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 388754 | |
| t | 287060 | 9.5% |
| s | 251045 | 8.3% |
| a | 230499 | 7.6% |
| i | 218759 | 7.3% |
| n | 218333 | 7.2% |
| o | 207407 | 6.9% |
| r | 178423 | 5.9% |
| l | 136771 | 4.5% |
| d | 129183 | 4.3% |
| Other values (44) | 767615 |
Common
| Value | Count | Frequency (%) |
| 547711 | ||
| . | 23916 | 3.6% |
| , | 17235 | 2.6% |
| 15569 | 2.3% | |
| 15561 | 2.3% | |
| - | 6449 | 1.0% |
| 0 | 4881 | 0.7% |
| ) | 4099 | 0.6% |
| 1 | 4064 | 0.6% |
| ( | 3893 | 0.6% |
| Other values (39) | 21071 | 3.2% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 3674271 | |
| Punctuation | 4014 | 0.1% |
| None | 13 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 547711 | ||
| e | 388754 | 10.6% |
| t | 287060 | 7.8% |
| s | 251045 | 6.8% |
| a | 230499 | 6.3% |
| i | 218759 | 6.0% |
| n | 218333 | 5.9% |
| o | 207407 | 5.6% |
| r | 178423 | 4.9% |
| l | 136771 | 3.7% |
| Other values (80) | 1009509 |
Punctuation
| Value | Count | Frequency (%) |
| ’ | 2496 | |
| • | 596 | 14.8% |
| – | 331 | 8.2% |
| ‘ | 312 | 7.8% |
| “ | 134 | 3.3% |
| ” | 133 | 3.3% |
| — | 10 | 0.2% |
| … | 2 | < 0.1% |
None
| Value | Count | Frequency (%) |
| à | 6 | |
| 3 | ||
| ± | 2 | 15.4% |
| é | 1 | 7.7% |
| ¾ | 1 | 7.7% |
ExemptFromAssessment
Boolean
HIGH CORRELATION  IMBALANCE 
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False | |
|---|---|
| True | 476 |
| Value | Count | Frequency (%) |
| False | 4883 | |
| True | 476 | 8.9% |
ExemptFromAssessmentDate
Categorical
HIGH CARDINALITY  HIGH CORRELATION  MISSING 
| Distinct | 67 |
|---|---|
| Distinct (%) | 14.0% |
| Missing | 4879 |
| Missing (%) | 91.0% |
| Memory size | 42.0 KiB |
| 16-05-2016 | |
|---|---|
| 07-03-2016 | |
| 10-03-2016 | 23 |
| 12-04-2016 | 15 |
| 22-02-2008 | 14 |
| Other values (62) |
Length
| Max length | 10 |
|---|---|
| Median length | 10 |
| Mean length | 10 |
| Min length | 10 |
Characters and Unicode
| Total characters | 4800 |
|---|---|
| Distinct characters | 11 |
| Distinct categories | 2 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 38 ? |
|---|---|
| Unique (%) | 7.9% |
Sample
| 1st row | 10-03-2016 |
|---|---|
| 2nd row | 10-03-2016 |
| 3rd row | 10-03-2016 |
| 4th row | 10-03-2016 |
| 5th row | 09-03-2017 |
Common Values
| Value | Count | Frequency (%) |
| 16-05-2016 | 242 | 4.5% |
| 07-03-2016 | 40 | 0.7% |
| 10-03-2016 | 23 | 0.4% |
| 12-04-2016 | 15 | 0.3% |
| 22-02-2008 | 14 | 0.3% |
| 26-03-2009 | 11 | 0.2% |
| 14-02-2008 | 8 | 0.1% |
| 18-02-2008 | 8 | 0.1% |
| 28-09-2010 | 7 | 0.1% |
| 16-02-2009 | 6 | 0.1% |
| Other values (57) | 106 | 2.0% |
| (Missing) | 4879 |
Length
| Value | Count | Frequency (%) |
| 16-05-2016 | 242 | |
| 07-03-2016 | 40 | 8.3% |
| 10-03-2016 | 23 | 4.8% |
| 12-04-2016 | 15 | 3.1% |
| 22-02-2008 | 14 | 2.9% |
| 26-03-2009 | 11 | 2.3% |
| 14-02-2008 | 8 | 1.7% |
| 18-02-2008 | 8 | 1.7% |
| 28-09-2010 | 7 | 1.5% |
| 16-02-2009 | 6 | 1.2% |
| Other values (57) | 106 |
Most occurring characters
| Value | Count | Frequency (%) |
| 0 | 1141 | |
| - | 960 | |
| 1 | 783 | |
| 2 | 678 | |
| 6 | 595 | |
| 5 | 270 | 5.6% |
| 3 | 141 | 2.9% |
| 8 | 77 | 1.6% |
| 7 | 56 | 1.2% |
| 9 | 50 | 1.0% |
Most occurring categories
| Value | Count | Frequency (%) |
| Decimal Number | 3840 | |
| Dash Punctuation | 960 | 20.0% |
Most frequent character per category
Decimal Number
| Value | Count | Frequency (%) |
| 0 | 1141 | |
| 1 | 783 | |
| 2 | 678 | |
| 6 | 595 | |
| 5 | 270 | 7.0% |
| 3 | 141 | 3.7% |
| 8 | 77 | 2.0% |
| 7 | 56 | 1.5% |
| 9 | 50 | 1.3% |
| 4 | 49 | 1.3% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 960 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Common | 4800 |
Most frequent character per script
Common
| Value | Count | Frequency (%) |
| 0 | 1141 | |
| - | 960 | |
| 1 | 783 | |
| 2 | 678 | |
| 6 | 595 | |
| 5 | 270 | 5.6% |
| 3 | 141 | 2.9% |
| 8 | 77 | 1.6% |
| 7 | 56 | 1.2% |
| 9 | 50 | 1.0% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 4800 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 0 | 1141 | |
| - | 960 | |
| 1 | 783 | |
| 2 | 678 | |
| 6 | 595 | |
| 5 | 270 | 5.6% |
| 3 | 141 | 2.9% |
| 8 | 77 | 1.6% |
| 7 | 56 | 1.2% |
| 9 | 50 | 1.0% |
ExemptFromAssessmentComment
Categorical
HIGH CARDINALITY  MISSING 
| Distinct | 226 |
|---|---|
| Distinct (%) | 70.6% |
| Missing | 5039 |
| Missing (%) | 94.0% |
| Memory size | 42.0 KiB |
| The LLB degree programme is a qualifying law degree giving exemption from the first (academic) part of professional training for students wishing to become solicitors or barristers in England and Wales. The degree has a coherent, transparent and logical approach to assessment and has an assessment model tailored to the skills developed in the third year of the degree. In light of this FTLC (now FTLSEC) granted an exemption for third year LLB modules from the Faculty assessment tariff in May 2008, with the UG Dean commenting that Faculty felt that the model "was well reasoned and reflected a well thought through pattern of assessment". | |
|---|---|
| The extra half an hour exam duration allows students a little more time to reflect on their answers and to ensure that they have fully integrated the material that they have learned during the pre-school period, with any additional context and explanation gained during the intensive week. | 8 |
| The 2 hour theoretical exam needs to be this length to enable students to demonstrate the skills and learning attained through thie study of the preschool material. | 7 |
| It is recognised that the word count of 2,000 is below the Assessment Tariff upper limit of 4,000 words for a 20 credits module but it is acknowledged that these students will also be engaged in a full study workload at a partner institution if on a study placement or be in full –time employment if on a work placement. It is determined, therefore that 2,000 words is fair and will enable students to effectively demonstrate their reflective learning. | 6 |
| It is recognised that the word count of 3,000 is way out of line with Assessment Tariff for a 100 credits module but it should be acknowledged that these students will also be engaged in a full study workload at a partner institution if on a study placement or be in full –time employment if on a work placement. It is determined, therefore, that 3,000 words is fair when their placement workload is also taken into account. | 6 |
| Other values (221) |
Length
| Max length | 1000 |
|---|---|
| Median length | 483 |
| Mean length | 322.90625 |
| Min length | 2 |
Characters and Unicode
| Total characters | 103330 |
|---|---|
| Distinct characters | 85 |
| Distinct categories | 12 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 2 ? |
Unique
| Unique | 193 ? |
|---|---|
| Unique (%) | 60.3% |
Sample
| 1st row | Exemption from Assessment Tariff granted in order to introduce an individual component to this module that has previously been assessed by means of 100% group work. the group report and a group presentation were deemed to be valuable pieces of assessment in the development of graduate attributes of stage 2 students and it was felt that both should be kept. |
|---|---|
| 2nd row | We ask to have two summative assessments: - A literature review of up to 2,000 words, and - A final project of up to 4,000 words. Such a possibility is explicitly mentioned in the University Assessment Guidelines. |
| 3rd row | This is a dissertation module and therefore requires exemption from standards assessment tariff restrictions. |
| 4th row | 2 different themes are assessed separately, assessments test different Learning Outcomes |
| 5th row | These three distinctive L & T approaches are designed to maximise the transferable skill acquisition, both of this module, and therefore as a compulsory module, for an Agribusiness graduate. Each phase needs a summative assessment to ensure full engagement. Engagement in the team based learning is supported by the use of Buddycheck to moderate the portfolio mark to ensure a transparent reward mechanism for engagement. The essay has been changed from a summative component designed to offer feedback to a formative assessment thereby reducing the assessment tariff by one. |
Common Values
| Value | Count | Frequency (%) |
| The LLB degree programme is a qualifying law degree giving exemption from the first (academic) part of professional training for students wishing to become solicitors or barristers in England and Wales. The degree has a coherent, transparent and logical approach to assessment and has an assessment model tailored to the skills developed in the third year of the degree. In light of this FTLC (now FTLSEC) granted an exemption for third year LLB modules from the Faculty assessment tariff in May 2008, with the UG Dean commenting that Faculty felt that the model "was well reasoned and reflected a well thought through pattern of assessment". | 32 | 0.6% |
| The extra half an hour exam duration allows students a little more time to reflect on their answers and to ensure that they have fully integrated the material that they have learned during the pre-school period, with any additional context and explanation gained during the intensive week. | 8 | 0.1% |
| The 2 hour theoretical exam needs to be this length to enable students to demonstrate the skills and learning attained through thie study of the preschool material. | 7 | 0.1% |
| It is recognised that the word count of 2,000 is below the Assessment Tariff upper limit of 4,000 words for a 20 credits module but it is acknowledged that these students will also be engaged in a full study workload at a partner institution if on a study placement or be in full –time employment if on a work placement. It is determined, therefore that 2,000 words is fair and will enable students to effectively demonstrate their reflective learning. | 6 | 0.1% |
| It is recognised that the word count of 3,000 is way out of line with Assessment Tariff for a 100 credits module but it should be acknowledged that these students will also be engaged in a full study workload at a partner institution if on a study placement or be in full –time employment if on a work placement. It is determined, therefore, that 3,000 words is fair when their placement workload is also taken into account. | 6 | 0.1% |
| This exam involves a significant period of reading and reflection and the duration of the exam incorporates this. | 6 | 0.1% |
| The 2 hour theoretical exam needs to be this length to enable students to demonstrate the skills and learning attained through the study of the preschool material. APPROVED: MA | 5 | 0.1% |
| Re-approved by Simon Pallett 16.05.16. | 4 | 0.1% |
| Unseen written exam | 3 | 0.1% |
| This is a practical-based module undertaken in an industrial setting as part of a placement programme and as such does not lend itself to formative assessment. | 3 | 0.1% |
| Other values (216) | 240 | 4.5% |
| (Missing) | 5039 |
Length
| Value | Count | Frequency (%) |
| the | 1206 | 7.3% |
| to | 618 | 3.7% |
| of | 569 | 3.4% |
| and | 554 | 3.4% |
| a | 408 | 2.5% |
| in | 364 | 2.2% |
| assessment | 350 | 2.1% |
| is | 332 | 2.0% |
| for | 263 | 1.6% |
| students | 222 | 1.3% |
| Other values (1683) | 11625 |
Most occurring characters
| Value | Count | Frequency (%) |
| 16194 | ||
| e | 11039 | 10.7% |
| t | 8133 | 7.9% |
| s | 6838 | 6.6% |
| a | 6485 | 6.3% |
| o | 5782 | 5.6% |
| n | 5726 | 5.5% |
| i | 5543 | 5.4% |
| r | 5202 | 5.0% |
| l | 3535 | 3.4% |
| Other values (75) | 28853 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 82066 | |
| Space Separator | 16194 | 15.7% |
| Uppercase Letter | 2117 | 2.0% |
| Other Punctuation | 1337 | 1.3% |
| Decimal Number | 975 | 0.9% |
| Control | 191 | 0.2% |
| Open Punctuation | 131 | 0.1% |
| Close Punctuation | 131 | 0.1% |
| Dash Punctuation | 129 | 0.1% |
| Final Punctuation | 40 | < 0.1% |
| Other values (2) | 19 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 11039 | |
| t | 8133 | |
| s | 6838 | 8.3% |
| a | 6485 | 7.9% |
| o | 5782 | 7.0% |
| n | 5726 | 7.0% |
| i | 5543 | 6.8% |
| r | 5202 | 6.3% |
| l | 3535 | 4.3% |
| d | 3522 | 4.3% |
| Other values (16) | 20261 |
Uppercase Letter
| Value | Count | Frequency (%) |
| T | 445 | |
| L | 237 | |
| E | 162 | 7.7% |
| F | 162 | 7.7% |
| I | 142 | 6.7% |
| S | 139 | 6.6% |
| A | 128 | 6.0% |
| C | 107 | 5.1% |
| B | 81 | 3.8% |
| M | 79 | 3.7% |
| Other values (15) | 435 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 658 | |
| , | 458 | |
| " | 70 | 5.2% |
| / | 45 | 3.4% |
| ' | 33 | 2.5% |
| % | 27 | 2.0% |
| : | 21 | 1.6% |
| ; | 16 | 1.2% |
| & | 5 | 0.4% |
| * | 3 | 0.2% |
Decimal Number
| Value | Count | Frequency (%) |
| 0 | 422 | |
| 2 | 202 | |
| 1 | 129 | 13.2% |
| 3 | 62 | 6.4% |
| 8 | 52 | 5.3% |
| 4 | 34 | 3.5% |
| 5 | 33 | 3.4% |
| 6 | 23 | 2.4% |
| 7 | 10 | 1.0% |
| 9 | 8 | 0.8% |
Control
| Value | Count | Frequency (%) |
| 93 | ||
| 93 | ||
| 5 | 2.6% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 114 | |
| – | 15 | 11.6% |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 37 | |
| ” | 3 | 7.5% |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 9 | |
| “ | 3 | 25.0% |
Space Separator
| Value | Count | Frequency (%) |
| 16194 |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 131 |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 131 |
Math Symbol
| Value | Count | Frequency (%) |
| + | 7 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 84183 | |
| Common | 19147 | 18.5% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 11039 | |
| t | 8133 | 9.7% |
| s | 6838 | 8.1% |
| a | 6485 | 7.7% |
| o | 5782 | 6.9% |
| n | 5726 | 6.8% |
| i | 5543 | 6.6% |
| r | 5202 | 6.2% |
| l | 3535 | 4.2% |
| d | 3522 | 4.2% |
| Other values (41) | 22378 |
Common
| Value | Count | Frequency (%) |
| 16194 | ||
| . | 658 | 3.4% |
| , | 458 | 2.4% |
| 0 | 422 | 2.2% |
| 2 | 202 | 1.1% |
| ( | 131 | 0.7% |
| ) | 131 | 0.7% |
| 1 | 129 | 0.7% |
| - | 114 | 0.6% |
| 93 | 0.5% | |
| Other values (24) | 615 | 3.2% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 103263 | |
| Punctuation | 67 | 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 16194 | ||
| e | 11039 | 10.7% |
| t | 8133 | 7.9% |
| s | 6838 | 6.6% |
| a | 6485 | 6.3% |
| o | 5782 | 5.6% |
| n | 5726 | 5.5% |
| i | 5543 | 5.4% |
| r | 5202 | 5.0% |
| l | 3535 | 3.4% |
| Other values (70) | 28786 |
Punctuation
| Value | Count | Frequency (%) |
| ’ | 37 | |
| – | 15 | |
| ‘ | 9 | 13.4% |
| “ | 3 | 4.5% |
| ” | 3 | 4.5% |
IsHepatitisAImmunisationOffered
Boolean
HIGH CORRELATION  IMBALANCE 
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False | |
|---|---|
| True | 42 |
| Value | Count | Frequency (%) |
| False | 5317 | |
| True | 42 | 0.8% |
IsHepatitisBImmunisationOffered
Boolean
HIGH CORRELATION  IMBALANCE 
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False | |
|---|---|
| True | 53 |
| Value | Count | Frequency (%) |
| False | 5306 | |
| True | 53 | 1.0% |
IsTetanusImmunisationOffered
Boolean
HIGH CORRELATION  IMBALANCE 
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False | |
|---|---|
| True | 79 |
| Value | Count | Frequency (%) |
| False | 5280 | |
| True | 79 | 1.5% |
IsAllergyScreeningOffered
Boolean
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False | |
|---|---|
| True | 15 |
| Value | Count | Frequency (%) |
| False | 5344 | |
| True | 15 | 0.3% |
GeneralNotes
Categorical
HIGH CARDINALITY  IMBALANCE  MISSING 
| Distinct | 289 |
|---|---|
| Distinct (%) | 28.3% |
| Missing | 4339 |
| Missing (%) | 81.0% |
| Memory size | 42.0 KiB |
| Original Handbook text: | |
|---|---|
| Students undertake a research project that is training for a future career as a professional physicist. The project is normally carried out in a research environment and is conducted by a member of staff with an expertise in the relevant academic field. Through working alongside a member of the research staff the student is introduced to research methodology. | 7 |
| Study Abroad outside the EU will require careful consideration of Visa and Health Insurance requirements pertaining to the country involved. | 5 |
| All staff periodically supervise MFA students | 3 |
| Students need to demonstrate Fitness to Practise in order to complete the clinical placement. Students need to pass all components of the module. See Policy on Failing Components of Clinical and Professional Education Modules & Procedure regarding Retrieval Placements. | 3 |
| Other values (284) |
Length
| Max length | 3996 |
|---|---|
| Median length | 23 |
| Mean length | 141.41863 |
| Min length | 3 |
Characters and Unicode
| Total characters | 144247 |
|---|---|
| Distinct characters | 94 |
| Distinct categories | 14 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 3 ? |
Unique
| Unique | 247 ? |
|---|---|
| Unique (%) | 24.2% |
Sample
| 1st row | Original Handbook text: |
|---|---|
| 2nd row | Original Handbook text: ESSENTIAL TEXTBOOK Management and Cost Accounting (6th edition) - 5th edition also acceptable by Alnoor Bhimani, Charles T. Horngren, Srikant M. Datar, Madhav Rajan . Management and Cost Accounting (8th edition) - 7th edition also acceptable by Colin Drury |
| 3rd row | Original Handbook text: |
| 4th row | Original Handbook text: |
| 5th row | Original Handbook text: |
Common Values
| Value | Count | Frequency (%) |
| Original Handbook text: | 677 | 12.6% |
| Students undertake a research project that is training for a future career as a professional physicist. The project is normally carried out in a research environment and is conducted by a member of staff with an expertise in the relevant academic field. Through working alongside a member of the research staff the student is introduced to research methodology. | 7 | 0.1% |
| Study Abroad outside the EU will require careful consideration of Visa and Health Insurance requirements pertaining to the country involved. | 5 | 0.1% |
| All staff periodically supervise MFA students | 3 | 0.1% |
| Students need to demonstrate Fitness to Practise in order to complete the clinical placement. Students need to pass all components of the module. See Policy on Failing Components of Clinical and Professional Education Modules & Procedure regarding Retrieval Placements. | 3 | 0.1% |
| N/a | 3 | 0.1% |
| Students must apply to this study abroad year in accordance with the University application process for Study Abroad (either the Erasmus+ scheme or the Non-EU Exchange scheme). Students should inform the School of Biomedical Sciences of their intention to do this by the end of November of Stage 2. They will then be provided with appropriate advice and guidance during the application, preparation and pre-departure stage. This will include attendance of workshops and briefing sessions (e.g. from the International Office and Global Opportunities team). Students do not pay the full tuition fee for this year, but do pay the ‘assessed study abroad year’ fee currently in the order of £1,385 (existing fees for 2021-22). | 3 | 0.1% |
| Music Technicians/ Technical Staff (Fred Hollingworth, Rob Blazey ) required for weekly student performances | 3 | 0.1% |
| Students need to demonstrate Fitness to Practise in order to complete the clinical placement. Students need to pass all components of the module. See Policy on Failing Components of Clinical and Professional Education Modules & Procedure regarding Retrieval Placements | 3 | 0.1% |
| Recommended to consider vaccination for Polio, Hepatitis A, Tetanus and Typhoid | 2 | < 0.1% |
| Other values (279) | 311 | 5.8% |
| (Missing) | 4339 |
Length
| Value | Count | Frequency (%) |
| the | 1140 | 5.3% |
| and | 745 | 3.5% |
| handbook | 733 | 3.4% |
| text | 732 | 3.4% |
| original | 729 | 3.4% |
| of | 655 | 3.1% |
| to | 589 | 2.7% |
| in | 419 | 2.0% |
| a | 414 | 1.9% |
| will | 322 | 1.5% |
| Other values (3011) | 14942 |
Most occurring characters
| Value | Count | Frequency (%) |
| 20184 | ||
| e | 12992 | 9.0% |
| t | 10227 | 7.1% |
| i | 9201 | 6.4% |
| a | 9139 | 6.3% |
| n | 8808 | 6.1% |
| o | 8800 | 6.1% |
| r | 7301 | 5.1% |
| s | 6537 | 4.5% |
| l | 5281 | 3.7% |
| Other values (84) | 45777 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 111254 | |
| Space Separator | 20184 | 14.0% |
| Uppercase Letter | 5574 | 3.9% |
| Other Punctuation | 3393 | 2.4% |
| Decimal Number | 1650 | 1.1% |
| Control | 1305 | 0.9% |
| Dash Punctuation | 314 | 0.2% |
| Open Punctuation | 228 | 0.2% |
| Close Punctuation | 227 | 0.2% |
| Final Punctuation | 64 | < 0.1% |
| Other values (4) | 54 | < 0.1% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| e | 12992 | |
| t | 10227 | 9.2% |
| i | 9201 | 8.3% |
| a | 9139 | 8.2% |
| n | 8808 | 7.9% |
| o | 8800 | 7.9% |
| r | 7301 | 6.6% |
| s | 6537 | 5.9% |
| l | 5281 | 4.7% |
| d | 4913 | 4.4% |
| Other values (18) | 28055 |
Uppercase Letter
| Value | Count | Frequency (%) |
| H | 817 | |
| O | 815 | |
| S | 491 | 8.8% |
| T | 422 | 7.6% |
| C | 396 | 7.1% |
| A | 333 | 6.0% |
| P | 289 | 5.2% |
| E | 226 | 4.1% |
| I | 200 | 3.6% |
| R | 184 | 3.3% |
| Other values (16) | 1401 |
Other Punctuation
| Value | Count | Frequency (%) |
| . | 1258 | |
| : | 919 | |
| , | 705 | |
| / | 281 | 8.3% |
| ; | 109 | 3.2% |
| % | 26 | 0.8% |
| & | 24 | 0.7% |
| • | 22 | 0.6% |
| ' | 18 | 0.5% |
| ? | 10 | 0.3% |
| Other values (4) | 21 | 0.6% |
Decimal Number
| Value | Count | Frequency (%) |
| 2 | 369 | |
| 0 | 344 | |
| 1 | 321 | |
| 3 | 167 | |
| 4 | 105 | 6.4% |
| 5 | 84 | 5.1% |
| 9 | 80 | 4.8% |
| 6 | 63 | 3.8% |
| 7 | 61 | 3.7% |
| 8 | 56 | 3.4% |
Control
| Value | Count | Frequency (%) |
| 633 | ||
| 633 | ||
| 39 | 3.0% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 309 | |
| – | 5 | 1.6% |
Final Punctuation
| Value | Count | Frequency (%) |
| ’ | 61 | |
| ” | 3 | 4.7% |
Initial Punctuation
| Value | Count | Frequency (%) |
| ‘ | 21 | |
| “ | 3 | 12.5% |
Math Symbol
| Value | Count | Frequency (%) |
| + | 6 | |
| ~ | 1 | 14.3% |
Space Separator
| Value | Count | Frequency (%) |
| 20184 |
Open Punctuation
| Value | Count | Frequency (%) |
| ( | 228 |
Close Punctuation
| Value | Count | Frequency (%) |
| ) | 227 |
Connector Punctuation
| Value | Count | Frequency (%) |
| _ | 18 |
Currency Symbol
| Value | Count | Frequency (%) |
| £ | 5 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 116828 | |
| Common | 27419 | 19.0% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| e | 12992 | 11.1% |
| t | 10227 | 8.8% |
| i | 9201 | 7.9% |
| a | 9139 | 7.8% |
| n | 8808 | 7.5% |
| o | 8800 | 7.5% |
| r | 7301 | 6.2% |
| s | 6537 | 5.6% |
| l | 5281 | 4.5% |
| d | 4913 | 4.2% |
| Other values (44) | 33629 |
Common
| Value | Count | Frequency (%) |
| 20184 | ||
| . | 1258 | 4.6% |
| : | 919 | 3.4% |
| , | 705 | 2.6% |
| 633 | 2.3% | |
| 633 | 2.3% | |
| 2 | 369 | 1.3% |
| 0 | 344 | 1.3% |
| 1 | 321 | 1.2% |
| - | 309 | 1.1% |
| Other values (30) | 1744 | 6.4% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 144124 | |
| Punctuation | 115 | 0.1% |
| None | 8 | < 0.1% |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 20184 | ||
| e | 12992 | 9.0% |
| t | 10227 | 7.1% |
| i | 9201 | 6.4% |
| a | 9139 | 6.3% |
| n | 8808 | 6.1% |
| o | 8800 | 6.1% |
| r | 7301 | 5.1% |
| s | 6537 | 4.5% |
| l | 5281 | 3.7% |
| Other values (75) | 45654 |
Punctuation
| Value | Count | Frequency (%) |
| ’ | 61 | |
| • | 22 | 19.1% |
| ‘ | 21 | 18.3% |
| – | 5 | 4.3% |
| “ | 3 | 2.6% |
| ” | 3 | 2.6% |
None
| Value | Count | Frequency (%) |
| £ | 5 | |
| ô | 2 | 25.0% |
| è | 1 | 12.5% |
NonStandardSessionOfOffering_id
Unsupported
MISSING  REJECTED  UNSUPPORTED 
| Missing | 5359 |
|---|---|
| Missing (%) | 100.0% |
| Memory size | 42.0 KiB |
AcademicYear
Categorical
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| 2022 |
|---|
Length
| Max length | 4 |
|---|---|
| Median length | 4 |
| Mean length | 4 |
| Min length | 4 |
Characters and Unicode
| Total characters | 21436 |
|---|---|
| Distinct characters | 2 |
| Distinct categories | 1 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | 2022 |
|---|---|
| 2nd row | 2022 |
| 3rd row | 2022 |
| 4th row | 2022 |
| 5th row | 2022 |
Common Values
| Value | Count | Frequency (%) |
| 2022 | 5359 |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| 2022 | 5359 |
Most occurring characters
| Value | Count | Frequency (%) |
| 2 | 16077 | |
| 0 | 5359 | 25.0% |
Most occurring categories
| Value | Count | Frequency (%) |
| Decimal Number | 21436 |
Most frequent character per category
Decimal Number
| Value | Count | Frequency (%) |
| 2 | 16077 | |
| 0 | 5359 | 25.0% |
Most occurring scripts
| Value | Count | Frequency (%) |
| Common | 21436 |
Most frequent character per script
Common
| Value | Count | Frequency (%) |
| 2 | 16077 | |
| 0 | 5359 | 25.0% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 21436 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 2 | 16077 | |
| 0 | 5359 | 25.0% |
AcademicYearId
Categorical
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| 22 |
|---|
Length
| Max length | 2 |
|---|---|
| Median length | 2 |
| Mean length | 2 |
| Min length | 2 |
Characters and Unicode
| Total characters | 10718 |
|---|---|
| Distinct characters | 1 |
| Distinct categories | 1 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | 22 |
|---|---|
| 2nd row | 22 |
| 3rd row | 22 |
| 4th row | 22 |
| 5th row | 22 |
Common Values
| Value | Count | Frequency (%) |
| 22 | 5359 |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| 22 | 5359 |
Most occurring characters
| Value | Count | Frequency (%) |
| 2 | 10718 |
Most occurring categories
| Value | Count | Frequency (%) |
| Decimal Number | 10718 |
Most frequent character per category
Decimal Number
| Value | Count | Frequency (%) |
| 2 | 10718 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Common | 10718 |
Most frequent character per script
Common
| Value | Count | Frequency (%) |
| 2 | 10718 |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 10718 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 2 | 10718 |
SchoolCode
Categorical
| Distinct | 30 |
|---|---|
| Distinct (%) | 0.6% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| D-SENG | |
|---|---|
| D-NUBS | |
| D-SACS | |
| D-SHIS | |
| D-SMLS | |
| Other values (25) |
Length
| Max length | 7 |
|---|---|
| Median length | 6 |
| Mean length | 5.9673447 |
| Min length | 5 |
Characters and Unicode
| Total characters | 31979 |
|---|---|
| Distinct characters | 22 |
| Distinct categories | 2 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 1 ? |
|---|---|
| Unique (%) | < 0.1% |
Sample
| 1st row | D-NUBS |
|---|---|
| 2nd row | D-NUBS |
| 3rd row | D-NUBS |
| 4th row | D-NUBS |
| 5th row | D-NUBS |
Common Values
| Value | Count | Frequency (%) |
| D-SENG | 714 | |
| D-NUBS | 671 | |
| D-SACS | 615 | |
| D-SHIS | 349 | 6.5% |
| D-SMLS | 332 | 6.2% |
| D-SGPS | 292 | 5.4% |
| D-MATH | 277 | 5.2% |
| D-SNES | 274 | 5.1% |
| D-ECLS | 241 | 4.5% |
| D-COMP | 212 | 4.0% |
| Other values (20) | 1382 |
Length
| Value | Count | Frequency (%) |
| d-seng | 714 | |
| d-nubs | 671 | |
| d-sacs | 615 | |
| d-shis | 349 | 6.5% |
| d-smls | 332 | 6.2% |
| d-sgps | 292 | 5.4% |
| d-math | 277 | 5.2% |
| d-snes | 274 | 5.1% |
| d-ecls | 241 | 4.5% |
| d-comp | 212 | 4.0% |
| Other values (20) | 1382 |
Most occurring characters
| Value | Count | Frequency (%) |
| S | 6945 | |
| D | 5400 | |
| - | 5359 | |
| N | 2090 | 6.5% |
| E | 1520 | 4.8% |
| C | 1246 | 3.9% |
| A | 1225 | 3.8% |
| G | 1153 | 3.6% |
| L | 1112 | 3.5% |
| M | 1021 | 3.2% |
| Other values (12) | 4908 |
Most occurring categories
| Value | Count | Frequency (%) |
| Uppercase Letter | 26620 | |
| Dash Punctuation | 5359 | 16.8% |
Most frequent character per category
Uppercase Letter
| Value | Count | Frequency (%) |
| S | 6945 | |
| D | 5400 | |
| N | 2090 | 7.9% |
| E | 1520 | 5.7% |
| C | 1246 | 4.7% |
| A | 1225 | 4.6% |
| G | 1153 | 4.3% |
| L | 1112 | 4.2% |
| M | 1021 | 3.8% |
| B | 853 | 3.2% |
| Other values (11) | 4055 |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 5359 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 26620 | |
| Common | 5359 | 16.8% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| S | 6945 | |
| D | 5400 | |
| N | 2090 | 7.9% |
| E | 1520 | 5.7% |
| C | 1246 | 4.7% |
| A | 1225 | 4.6% |
| G | 1153 | 4.3% |
| L | 1112 | 4.2% |
| M | 1021 | 3.8% |
| B | 853 | 3.2% |
| Other values (11) | 4055 |
Common
| Value | Count | Frequency (%) |
| - | 5359 |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 31979 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| S | 6945 | |
| D | 5400 | |
| - | 5359 | |
| N | 2090 | 6.5% |
| E | 1520 | 4.8% |
| C | 1246 | 3.9% |
| A | 1225 | 3.8% |
| G | 1153 | 3.6% |
| L | 1112 | 3.5% |
| M | 1021 | 3.2% |
| Other values (12) | 4908 |
MarkingScale
Categorical
| Distinct | 6 |
|---|---|
| Distinct (%) | 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| M001 | |
|---|---|
| M003 | |
| M010 | 132 |
| M009 | 29 |
| MED1 | 8 |
Length
| Max length | 4 |
|---|---|
| Median length | 4 |
| Mean length | 4 |
| Min length | 4 |
Characters and Unicode
| Total characters | 21436 |
|---|---|
| Distinct characters | 8 |
| Distinct categories | 2 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 1 ? |
|---|---|
| Unique (%) | < 0.1% |
Sample
| 1st row | M001 |
|---|---|
| 2nd row | M001 |
| 3rd row | M001 |
| 4th row | M001 |
| 5th row | M001 |
Common Values
| Value | Count | Frequency (%) |
| M001 | 3172 | |
| M003 | 2017 | |
| M010 | 132 | 2.5% |
| M009 | 29 | 0.5% |
| MED1 | 8 | 0.1% |
| M007 | 1 | < 0.1% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| m001 | 3172 | |
| m003 | 2017 | |
| m010 | 132 | 2.5% |
| m009 | 29 | 0.5% |
| med1 | 8 | 0.1% |
| m007 | 1 | < 0.1% |
Most occurring characters
| Value | Count | Frequency (%) |
| 0 | 10702 | |
| M | 5359 | |
| 1 | 3312 | 15.5% |
| 3 | 2017 | 9.4% |
| 9 | 29 | 0.1% |
| E | 8 | < 0.1% |
| D | 8 | < 0.1% |
| 7 | 1 | < 0.1% |
Most occurring categories
| Value | Count | Frequency (%) |
| Decimal Number | 16061 | |
| Uppercase Letter | 5375 | 25.1% |
Most frequent character per category
Decimal Number
| Value | Count | Frequency (%) |
| 0 | 10702 | |
| 1 | 3312 | 20.6% |
| 3 | 2017 | 12.6% |
| 9 | 29 | 0.2% |
| 7 | 1 | < 0.1% |
Uppercase Letter
| Value | Count | Frequency (%) |
| M | 5359 | |
| E | 8 | 0.1% |
| D | 8 | 0.1% |
Most occurring scripts
| Value | Count | Frequency (%) |
| Common | 16061 | |
| Latin | 5375 | 25.1% |
Most frequent character per script
Common
| Value | Count | Frequency (%) |
| 0 | 10702 | |
| 1 | 3312 | 20.6% |
| 3 | 2017 | 12.6% |
| 9 | 29 | 0.2% |
| 7 | 1 | < 0.1% |
Latin
| Value | Count | Frequency (%) |
| M | 5359 | |
| E | 8 | 0.1% |
| D | 8 | 0.1% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 21436 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 0 | 10702 | |
| M | 5359 | |
| 1 | 3312 | 15.5% |
| 3 | 2017 | 9.4% |
| 9 | 29 | 0.1% |
| E | 8 | < 0.1% |
| D | 8 | < 0.1% |
| 7 | 1 | < 0.1% |
Module_Id
Real number (ℝ)
HIGH CORRELATION  UNIQUE 
| Distinct | 5359 |
|---|---|
| Distinct (%) | 100.0% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 107460.06 |
| Minimum | 104529 |
|---|---|
| Maximum | 117210 |
| Zeros | 0 |
| Zeros (%) | 0.0% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 42.0 KiB |
Quantile statistics
| Minimum | 104529 |
|---|---|
| 5-th percentile | 104842.9 |
| Q1 | 105978.5 |
| median | 107465 |
| Q3 | 108913.5 |
| 95-th percentile | 110026.1 |
| Maximum | 117210 |
| Range | 12681 |
| Interquartile range (IQR) | 2935 |
Descriptive statistics
| Standard deviation | 1707.9484 |
|---|---|
| Coefficient of variation (CV) | 0.015893797 |
| Kurtosis | -0.76671981 |
| Mean | 107460.06 |
| Median Absolute Deviation (MAD) | 1468 |
| Skewness | 0.10374814 |
| Sum | 5.7587848 × 108 |
| Variance | 2917087.7 |
| Monotonicity | Strictly increasing |
| Value | Count | Frequency (%) |
| 104529 | 1 | < 0.1% |
| 108451 | 1 | < 0.1% |
| 108449 | 1 | < 0.1% |
| 108448 | 1 | < 0.1% |
| 108447 | 1 | < 0.1% |
| 108446 | 1 | < 0.1% |
| 108445 | 1 | < 0.1% |
| 108444 | 1 | < 0.1% |
| 108443 | 1 | < 0.1% |
| 108442 | 1 | < 0.1% |
| Other values (5349) | 5349 |
| Value | Count | Frequency (%) |
| 104529 | 1 | |
| 104530 | 1 | |
| 104531 | 1 | |
| 104532 | 1 | |
| 104533 | 1 | |
| 104534 | 1 | |
| 104535 | 1 | |
| 104536 | 1 | |
| 104537 | 1 | |
| 104538 | 1 |
| Value | Count | Frequency (%) |
| 117210 | 1 | |
| 117209 | 1 | |
| 111349 | 1 | |
| 111348 | 1 | |
| 111344 | 1 | |
| 111343 | 1 | |
| 111342 | 1 | |
| 111340 | 1 | |
| 111338 | 1 | |
| 111337 | 1 |
Timestamp
Categorical
HIGH CARDINALITY  HIGH CORRELATION  IMBALANCE 
| Distinct | 68 |
|---|---|
| Distinct (%) | 1.3% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| 02-11-2021 | |
|---|---|
| 27-01-2022 | 61 |
| 29-01-2022 | 52 |
| 09-02-2022 | 48 |
| 08-02-2022 | 35 |
| Other values (63) | 238 |
Length
| Max length | 10 |
|---|---|
| Median length | 10 |
| Mean length | 10 |
| Min length | 10 |
Characters and Unicode
| Total characters | 53590 |
|---|---|
| Distinct characters | 11 |
| Distinct categories | 2 ? |
| Distinct scripts | 1 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 27 ? |
|---|---|
| Unique (%) | 0.5% |
Sample
| 1st row | 02-11-2021 |
|---|---|
| 2nd row | 02-11-2021 |
| 3rd row | 02-11-2021 |
| 4th row | 02-11-2021 |
| 5th row | 14-01-2022 |
Common Values
| Value | Count | Frequency (%) |
| 02-11-2021 | 4925 | |
| 27-01-2022 | 61 | 1.1% |
| 29-01-2022 | 52 | 1.0% |
| 09-02-2022 | 48 | 0.9% |
| 08-02-2022 | 35 | 0.7% |
| 01-02-2022 | 23 | 0.4% |
| 25-03-2022 | 21 | 0.4% |
| 01-03-2022 | 21 | 0.4% |
| 03-02-2022 | 18 | 0.3% |
| 11-02-2022 | 13 | 0.2% |
| Other values (58) | 142 | 2.6% |
Length
| Value | Count | Frequency (%) |
| 02-11-2021 | 4925 | |
| 27-01-2022 | 61 | 1.1% |
| 29-01-2022 | 52 | 1.0% |
| 09-02-2022 | 48 | 0.9% |
| 08-02-2022 | 35 | 0.7% |
| 01-02-2022 | 23 | 0.4% |
| 25-03-2022 | 21 | 0.4% |
| 01-03-2022 | 21 | 0.4% |
| 03-02-2022 | 18 | 0.3% |
| 11-02-2022 | 13 | 0.2% |
| Other values (58) | 142 | 2.6% |
Most occurring characters
| Value | Count | Frequency (%) |
| 2 | 16425 | |
| 1 | 15090 | |
| 0 | 10888 | |
| - | 10718 | |
| 9 | 127 | 0.2% |
| 3 | 111 | 0.2% |
| 7 | 79 | 0.1% |
| 8 | 70 | 0.1% |
| 5 | 35 | 0.1% |
| 6 | 25 | < 0.1% |
Most occurring categories
| Value | Count | Frequency (%) |
| Decimal Number | 42872 | |
| Dash Punctuation | 10718 | 20.0% |
Most frequent character per category
Decimal Number
| Value | Count | Frequency (%) |
| 2 | 16425 | |
| 1 | 15090 | |
| 0 | 10888 | |
| 9 | 127 | 0.3% |
| 3 | 111 | 0.3% |
| 7 | 79 | 0.2% |
| 8 | 70 | 0.2% |
| 5 | 35 | 0.1% |
| 6 | 25 | 0.1% |
| 4 | 22 | 0.1% |
Dash Punctuation
| Value | Count | Frequency (%) |
| - | 10718 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Common | 53590 |
Most frequent character per script
Common
| Value | Count | Frequency (%) |
| 2 | 16425 | |
| 1 | 15090 | |
| 0 | 10888 | |
| - | 10718 | |
| 9 | 127 | 0.2% |
| 3 | 111 | 0.2% |
| 7 | 79 | 0.1% |
| 8 | 70 | 0.1% |
| 5 | 35 | 0.1% |
| 6 | 25 | < 0.1% |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 53590 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| 2 | 16425 | |
| 1 | 15090 | |
| 0 | 10888 | |
| - | 10718 | |
| 9 | 127 | 0.2% |
| 3 | 111 | 0.2% |
| 7 | 79 | 0.1% |
| 8 | 70 | 0.1% |
| 5 | 35 | 0.1% |
| 6 | 25 | < 0.1% |
IsThemedAgeing
Boolean
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False |
|---|
| Value | Count | Frequency (%) |
| False | 5359 |
IsThemedSocialRenewal
Boolean
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False |
|---|
| Value | Count | Frequency (%) |
| False | 5359 |
IsThemedSustainability
Boolean
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False |
|---|
| Value | Count | Frequency (%) |
| False | 5359 |
IsSapUploadDisabled
Boolean
HIGH CORRELATION  IMBALANCE 
| Distinct | 2 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 5.4 KiB |
| False | |
|---|---|
| True | 55 |
| Value | Count | Frequency (%) |
| False | 5304 | |
| True | 55 | 1.0% |
TeachingLocation
Categorical
HIGH CORRELATION  IMBALANCE 
| Distinct | 6 |
|---|---|
| Distinct (%) | 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 42.0 KiB |
| Newcastle City Campus | |
|---|---|
| Off Campus | 213 |
| London | 117 |
| Mixed Location | 100 |
| Singapore | 68 |
Length
| Max length | 21 |
|---|---|
| Median length | 21 |
| Mean length | 19.84568 |
| Min length | 6 |
Characters and Unicode
| Total characters | 106353 |
|---|---|
| Distinct characters | 26 |
| Distinct categories | 3 ? |
| Distinct scripts | 2 ? |
| Distinct blocks | 1 ? |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | Newcastle City Campus |
|---|---|
| 2nd row | Newcastle City Campus |
| 3rd row | Newcastle City Campus |
| 4th row | Newcastle City Campus |
| 5th row | Newcastle City Campus |
Common Values
| Value | Count | Frequency (%) |
| Newcastle City Campus | 4817 | |
| Off Campus | 213 | 4.0% |
| London | 117 | 2.2% |
| Mixed Location | 100 | 1.9% |
| Singapore | 68 | 1.3% |
| Malaysia | 44 | 0.8% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| campus | 5030 | |
| newcastle | 4817 | |
| city | 4817 | |
| off | 213 | 1.4% |
| london | 117 | 0.8% |
| mixed | 100 | 0.7% |
| location | 100 | 0.7% |
| singapore | 68 | 0.4% |
| malaysia | 44 | 0.3% |
Most occurring characters
| Value | Count | Frequency (%) |
| a | 10147 | 9.5% |
| 9947 | 9.4% | |
| s | 9891 | 9.3% |
| C | 9847 | 9.3% |
| e | 9802 | 9.2% |
| t | 9734 | 9.2% |
| i | 5129 | 4.8% |
| p | 5098 | 4.8% |
| u | 5030 | 4.7% |
| m | 5030 | 4.7% |
| Other values (16) | 26698 |
Most occurring categories
| Value | Count | Frequency (%) |
| Lowercase Letter | 81100 | |
| Uppercase Letter | 15306 | 14.4% |
| Space Separator | 9947 | 9.4% |
Most frequent character per category
Lowercase Letter
| Value | Count | Frequency (%) |
| a | 10147 | |
| s | 9891 | |
| e | 9802 | |
| t | 9734 | |
| i | 5129 | |
| p | 5098 | |
| u | 5030 | |
| m | 5030 | |
| c | 4917 | |
| l | 4861 | |
| Other values (9) | 11461 |
Uppercase Letter
| Value | Count | Frequency (%) |
| C | 9847 | |
| N | 4817 | |
| L | 217 | 1.4% |
| O | 213 | 1.4% |
| M | 144 | 0.9% |
| S | 68 | 0.4% |
Space Separator
| Value | Count | Frequency (%) |
| 9947 |
Most occurring scripts
| Value | Count | Frequency (%) |
| Latin | 96406 | |
| Common | 9947 | 9.4% |
Most frequent character per script
Latin
| Value | Count | Frequency (%) |
| a | 10147 | |
| s | 9891 | |
| C | 9847 | |
| e | 9802 | |
| t | 9734 | |
| i | 5129 | 5.3% |
| p | 5098 | 5.3% |
| u | 5030 | 5.2% |
| m | 5030 | 5.2% |
| c | 4917 | 5.1% |
| Other values (15) | 21781 |
Common
| Value | Count | Frequency (%) |
| 9947 |
Most occurring blocks
| Value | Count | Frequency (%) |
| ASCII | 106353 |
Most frequent character per block
ASCII
| Value | Count | Frequency (%) |
| a | 10147 | 9.5% |
| 9947 | 9.4% | |
| s | 9891 | 9.3% |
| C | 9847 | 9.3% |
| e | 9802 | 9.2% |
| t | 9734 | 9.2% |
| i | 5129 | 4.8% |
| p | 5098 | 4.8% |
| u | 5030 | 4.7% |
| m | 5030 | 4.7% |
| Other values (16) | 26698 |
| SapObjectId | MaxCapacity | Semester1CreditValue | Semester2CreditValue | Semester3CreditValue | EctsCreditValue | FheqLevel | Module_Id | IsNew | IsDummy | Semester1Offered | Semester2Offered | Semester3Offered | Mode | Delivery | StandAloneAvailability | IsOffered | IsUploadedToSap | Availability | StudyAbroad | GraduateSkillsFrameworkApplicable | ExemptFromAssessment | ExemptFromAssessmentDate | IsHepatitisAImmunisationOffered | IsHepatitisBImmunisationOffered | IsTetanusImmunisationOffered | IsAllergyScreeningOffered | SchoolCode | MarkingScale | Timestamp | IsSapUploadDisabled | TeachingLocation | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| SapObjectId | 1.000 | -0.060 | -0.050 | -0.009 | -0.026 | -0.037 | 0.064 | 0.918 | 0.080 | 0.288 | 0.011 | 0.000 | 0.000 | 0.034 | 0.017 | 0.025 | 0.077 | 0.568 | 0.000 | 0.144 | 0.094 | 0.033 | 1.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.441 | 0.085 | 0.180 | 0.177 | 0.054 |
| MaxCapacity | -0.060 | 1.000 | 0.002 | -0.021 | 0.026 | 0.002 | 0.112 | -0.066 | 0.062 | 0.278 | 0.027 | 0.032 | 0.012 | 0.050 | 0.000 | 0.003 | 0.120 | 0.125 | 0.000 | 0.059 | 0.051 | 0.024 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.265 | 0.165 | 0.000 | 0.263 | 0.082 |
| Semester1CreditValue | -0.050 | 0.002 | 1.000 | -0.478 | -0.147 | 0.342 | -0.050 | -0.051 | 0.038 | 0.375 | 0.933 | 0.577 | 0.188 | 0.076 | 0.064 | 0.056 | 0.094 | 0.146 | 0.000 | 0.117 | 0.032 | 0.071 | 0.384 | 0.038 | 0.096 | 0.039 | 0.000 | 0.207 | 0.215 | 0.000 | 0.319 | 0.124 |
| Semester2CreditValue | -0.009 | -0.021 | -0.478 | 1.000 | -0.046 | 0.414 | -0.030 | -0.007 | 0.053 | 0.370 | 0.589 | 0.934 | 0.156 | 0.079 | 0.042 | 0.055 | 0.080 | 0.149 | 0.000 | 0.100 | 0.055 | 0.039 | 0.536 | 0.082 | 0.149 | 0.052 | 0.116 | 0.200 | 0.209 | 0.059 | 0.315 | 0.090 |
| Semester3CreditValue | -0.026 | 0.026 | -0.147 | -0.046 | 1.000 | 0.270 | 0.217 | -0.022 | 0.020 | 0.119 | 0.170 | 0.087 | 0.937 | 0.108 | 0.062 | 0.121 | 0.031 | 0.061 | 0.000 | 0.114 | 0.000 | 0.016 | 0.539 | 0.070 | 0.090 | 0.033 | 0.126 | 0.112 | 0.101 | 0.191 | 0.151 | 0.109 |
| EctsCreditValue | -0.037 | 0.002 | 0.342 | 0.414 | 0.270 | 1.000 | 0.018 | -0.036 | 0.012 | 0.409 | 0.179 | 0.236 | 0.565 | 0.187 | 0.051 | 0.084 | 0.086 | 0.163 | 0.007 | 0.159 | 0.024 | 0.068 | 0.412 | 0.179 | 0.215 | 0.131 | 0.285 | 0.230 | 0.271 | 0.000 | 0.371 | 0.103 |
| FheqLevel | 0.064 | 0.112 | -0.050 | -0.030 | 0.217 | 0.018 | 1.000 | 0.032 | 0.057 | 0.168 | 0.124 | 0.072 | 0.257 | 0.399 | 0.110 | 0.226 | 0.088 | 0.245 | 0.048 | 0.217 | 0.044 | 0.096 | 0.458 | 0.059 | 0.040 | 0.045 | 0.020 | 0.326 | 0.416 | 0.060 | 0.152 | 0.149 |
| Module_Id | 0.918 | -0.066 | -0.051 | -0.007 | -0.022 | -0.036 | 0.032 | 1.000 | 0.660 | 0.032 | 0.056 | 0.029 | 0.023 | 0.146 | 0.086 | 0.082 | 0.077 | 0.081 | 0.031 | 0.147 | 0.562 | 0.154 | 0.553 | 0.106 | 0.094 | 0.072 | 0.020 | 0.224 | 0.082 | 0.600 | 0.033 | 0.139 |
| IsNew | 0.080 | 0.062 | 0.038 | 0.053 | 0.020 | 0.012 | 0.057 | 0.660 | 1.000 | 0.010 | 0.000 | 0.000 | 0.009 | 0.003 | 0.052 | 0.008 | 0.060 | 0.033 | 0.000 | 0.082 | 0.892 | 0.065 | 0.727 | 0.180 | 0.164 | 0.140 | 0.000 | 0.244 | 0.150 | 0.872 | 0.013 | 0.053 |
| IsDummy | 0.288 | 0.278 | 0.375 | 0.370 | 0.119 | 0.409 | 0.168 | 0.032 | 0.010 | 1.000 | 0.000 | 0.000 | 0.006 | 0.022 | 0.000 | 0.021 | 0.063 | 0.338 | 0.000 | 0.075 | 0.005 | 0.022 | 1.000 | 0.046 | 0.038 | 0.000 | 0.000 | 0.580 | 0.426 | 0.000 | 0.491 | 0.136 |
| Semester1Offered | 0.011 | 0.027 | 0.933 | 0.589 | 0.170 | 0.179 | 0.124 | 0.056 | 0.000 | 0.000 | 1.000 | 0.499 | 0.149 | 0.056 | 0.000 | 0.058 | 0.043 | 0.036 | 0.039 | 0.057 | 0.005 | 0.014 | 0.161 | 0.025 | 0.023 | 0.004 | 0.000 | 0.132 | 0.120 | 0.038 | 0.030 | 0.063 |
| Semester2Offered | 0.000 | 0.032 | 0.577 | 0.934 | 0.087 | 0.236 | 0.072 | 0.029 | 0.000 | 0.000 | 0.499 | 1.000 | 0.037 | 0.064 | 0.000 | 0.017 | 0.032 | 0.024 | 0.000 | 0.000 | 0.000 | 0.006 | 0.216 | 0.010 | 0.024 | 0.030 | 0.010 | 0.136 | 0.085 | 0.031 | 0.055 | 0.055 |
| Semester3Offered | 0.000 | 0.012 | 0.188 | 0.156 | 0.937 | 0.565 | 0.257 | 0.023 | 0.009 | 0.006 | 0.149 | 0.037 | 1.000 | 0.038 | 0.081 | 0.067 | 0.000 | 0.027 | 0.000 | 0.175 | 0.000 | 0.030 | 0.354 | 0.110 | 0.117 | 0.086 | 0.085 | 0.215 | 0.266 | 0.124 | 0.114 | 0.133 |
| Mode | 0.034 | 0.050 | 0.076 | 0.079 | 0.108 | 0.187 | 0.399 | 0.146 | 0.003 | 0.022 | 0.056 | 0.064 | 0.038 | 1.000 | 0.381 | 0.447 | 0.026 | 0.063 | 0.041 | 0.068 | 0.022 | 0.000 | 0.835 | 0.000 | 0.008 | 0.000 | 0.000 | 0.517 | 0.384 | 0.134 | 0.018 | 0.159 |
| Delivery | 0.017 | 0.000 | 0.064 | 0.042 | 0.062 | 0.051 | 0.110 | 0.086 | 0.052 | 0.000 | 0.000 | 0.000 | 0.081 | 0.381 | 1.000 | 0.290 | 0.048 | 0.000 | 0.000 | 0.074 | 0.056 | 0.024 | 0.587 | 0.000 | 0.000 | 0.013 | 0.000 | 0.414 | 0.098 | 0.194 | 0.044 | 0.285 |
| StandAloneAvailability | 0.025 | 0.003 | 0.056 | 0.055 | 0.121 | 0.084 | 0.226 | 0.082 | 0.008 | 0.021 | 0.058 | 0.017 | 0.067 | 0.447 | 0.290 | 1.000 | 0.022 | 0.052 | 0.048 | 0.037 | 0.015 | 0.033 | 0.577 | 0.000 | 0.014 | 0.000 | 0.000 | 0.402 | 0.218 | 0.195 | 0.024 | 0.253 |
| IsOffered | 0.077 | 0.120 | 0.094 | 0.080 | 0.031 | 0.086 | 0.088 | 0.077 | 0.060 | 0.063 | 0.043 | 0.032 | 0.000 | 0.026 | 0.048 | 0.022 | 1.000 | 0.000 | 0.092 | 0.142 | 0.038 | 0.021 | 0.442 | 0.000 | 0.000 | 0.000 | 0.019 | 0.348 | 0.056 | 0.114 | 0.049 | 0.217 |
| IsUploadedToSap | 0.568 | 0.125 | 0.146 | 0.149 | 0.061 | 0.163 | 0.245 | 0.081 | 0.033 | 0.338 | 0.036 | 0.024 | 0.027 | 0.063 | 0.000 | 0.052 | 0.000 | 1.000 | 0.014 | 0.072 | 0.043 | 0.048 | 0.000 | 0.009 | 0.000 | 0.005 | 0.000 | 0.500 | 0.211 | 0.165 | 0.457 | 0.262 |
| Availability | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.007 | 0.048 | 0.031 | 0.000 | 0.000 | 0.039 | 0.000 | 0.000 | 0.041 | 0.000 | 0.048 | 0.092 | 0.014 | 1.000 | 0.030 | 0.000 | 0.025 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.080 | 0.028 | 0.000 | 0.000 | 0.000 |
| StudyAbroad | 0.144 | 0.059 | 0.117 | 0.100 | 0.114 | 0.159 | 0.217 | 0.147 | 0.082 | 0.075 | 0.057 | 0.000 | 0.175 | 0.068 | 0.074 | 0.037 | 0.142 | 0.072 | 0.030 | 1.000 | 0.079 | 0.086 | 0.467 | 0.050 | 0.054 | 0.035 | 0.020 | 0.397 | 0.231 | 0.145 | 0.103 | 0.188 |
| GraduateSkillsFrameworkApplicable | 0.094 | 0.051 | 0.032 | 0.055 | 0.000 | 0.024 | 0.044 | 0.562 | 0.892 | 0.005 | 0.005 | 0.000 | 0.000 | 0.022 | 0.056 | 0.015 | 0.038 | 0.043 | 0.000 | 0.079 | 1.000 | 0.058 | 0.930 | 0.201 | 0.185 | 0.143 | 0.000 | 0.272 | 0.139 | 0.824 | 0.009 | 0.045 |
| ExemptFromAssessment | 0.033 | 0.024 | 0.071 | 0.039 | 0.016 | 0.068 | 0.096 | 0.154 | 0.065 | 0.022 | 0.014 | 0.006 | 0.030 | 0.000 | 0.024 | 0.033 | 0.021 | 0.048 | 0.025 | 0.086 | 0.058 | 1.000 | 0.780 | 0.000 | 0.016 | 0.001 | 0.000 | 0.524 | 0.039 | 0.000 | 0.025 | 0.067 |
| ExemptFromAssessmentDate | 1.000 | 0.000 | 0.384 | 0.536 | 0.539 | 0.412 | 0.458 | 0.553 | 0.727 | 1.000 | 0.161 | 0.216 | 0.354 | 0.835 | 0.587 | 0.577 | 0.442 | 0.000 | 0.000 | 0.467 | 0.930 | 0.780 | 1.000 | 0.355 | 0.000 | 0.556 | 0.000 | 0.855 | 0.458 | 0.633 | 1.000 | 0.578 |
| IsHepatitisAImmunisationOffered | 0.000 | 0.000 | 0.038 | 0.082 | 0.070 | 0.179 | 0.059 | 0.106 | 0.180 | 0.046 | 0.025 | 0.010 | 0.110 | 0.000 | 0.000 | 0.000 | 0.000 | 0.009 | 0.000 | 0.050 | 0.201 | 0.000 | 0.355 | 1.000 | 0.814 | 0.665 | 0.416 | 0.608 | 0.276 | 0.697 | 0.063 | 0.000 |
| IsHepatitisBImmunisationOffered | 0.000 | 0.000 | 0.096 | 0.149 | 0.090 | 0.215 | 0.040 | 0.094 | 0.164 | 0.038 | 0.023 | 0.024 | 0.117 | 0.008 | 0.000 | 0.014 | 0.000 | 0.000 | 0.000 | 0.054 | 0.185 | 0.016 | 0.000 | 0.814 | 1.000 | 0.621 | 0.405 | 0.547 | 0.245 | 0.629 | 0.054 | 0.041 |
| IsTetanusImmunisationOffered | 0.000 | 0.000 | 0.039 | 0.052 | 0.033 | 0.131 | 0.045 | 0.072 | 0.140 | 0.000 | 0.004 | 0.030 | 0.086 | 0.000 | 0.013 | 0.000 | 0.000 | 0.005 | 0.000 | 0.035 | 0.143 | 0.001 | 0.556 | 0.665 | 0.621 | 1.000 | 0.389 | 0.444 | 0.181 | 0.518 | 0.071 | 0.078 |
| IsAllergyScreeningOffered | 0.000 | 0.000 | 0.000 | 0.116 | 0.126 | 0.285 | 0.020 | 0.020 | 0.000 | 0.000 | 0.000 | 0.010 | 0.085 | 0.000 | 0.000 | 0.000 | 0.019 | 0.000 | 0.000 | 0.020 | 0.000 | 0.000 | 0.000 | 0.416 | 0.405 | 0.389 | 1.000 | 0.133 | 0.035 | 0.098 | 0.000 | 0.000 |
| SchoolCode | 0.441 | 0.265 | 0.207 | 0.200 | 0.112 | 0.230 | 0.326 | 0.224 | 0.244 | 0.580 | 0.132 | 0.136 | 0.215 | 0.517 | 0.414 | 0.402 | 0.348 | 0.500 | 0.080 | 0.397 | 0.272 | 0.524 | 0.855 | 0.608 | 0.547 | 0.444 | 0.133 | 1.000 | 0.359 | 0.239 | 0.738 | 0.568 |
| MarkingScale | 0.085 | 0.165 | 0.215 | 0.209 | 0.101 | 0.271 | 0.416 | 0.082 | 0.150 | 0.426 | 0.120 | 0.085 | 0.266 | 0.384 | 0.098 | 0.218 | 0.056 | 0.211 | 0.028 | 0.231 | 0.139 | 0.039 | 0.458 | 0.276 | 0.245 | 0.181 | 0.035 | 0.359 | 1.000 | 0.243 | 0.406 | 0.100 |
| Timestamp | 0.180 | 0.000 | 0.000 | 0.059 | 0.191 | 0.000 | 0.060 | 0.600 | 0.872 | 0.000 | 0.038 | 0.031 | 0.124 | 0.134 | 0.194 | 0.195 | 0.114 | 0.165 | 0.000 | 0.145 | 0.824 | 0.000 | 0.633 | 0.697 | 0.629 | 0.518 | 0.098 | 0.239 | 0.243 | 1.000 | 0.000 | 0.123 |
| IsSapUploadDisabled | 0.177 | 0.263 | 0.319 | 0.315 | 0.151 | 0.371 | 0.152 | 0.033 | 0.013 | 0.491 | 0.030 | 0.055 | 0.114 | 0.018 | 0.044 | 0.024 | 0.049 | 0.457 | 0.000 | 0.103 | 0.009 | 0.025 | 1.000 | 0.063 | 0.054 | 0.071 | 0.000 | 0.738 | 0.406 | 0.000 | 1.000 | 0.552 |
| TeachingLocation | 0.054 | 0.082 | 0.124 | 0.090 | 0.109 | 0.103 | 0.149 | 0.139 | 0.053 | 0.136 | 0.063 | 0.055 | 0.133 | 0.159 | 0.285 | 0.253 | 0.217 | 0.262 | 0.000 | 0.188 | 0.045 | 0.067 | 0.578 | 0.000 | 0.041 | 0.078 | 0.000 | 0.568 | 0.100 | 0.123 | 0.552 | 1.000 |
| ModuleCode | SapObjectId | Title | ShortTitle | MaxCapacity | IsNew | IsDummy | Semester1Offered | Semester1CreditValue | Semester2Offered | Semester2CreditValue | Semester3Offered | Semester3CreditValue | EctsCreditValue | FheqLevel | Mode | Delivery | StandAloneAvailability | IsOffered | IsFtlcApproved | DateFtlcApproved | IsBosApproved | DateBosApproved | IsUploadedToSap | DateSapUploaded | PreRequisiteComment | CoRequisiteComment | Availability | Aims | OutlineOfSyllabus | StudyAbroad | IntendedKnowledgeOutcomes | IntendedSkillOutcomes | GraduateSkillsFrameworkApplicable | CriticalThinking | DataSynthesis | ActiveLearning | Numeracy | Literacy | SelfAwarenessAndReflection | InnovationAndCreativity | Initiative | Independence | Adaptability | ProblemSolving | Budgeting | Oral | ForeignLanguages | Interpersonal | WrittenOther | Collaboration | RelationshipBuilding | Leadership | Negotiation | PeerAssessmentReview | OccupationalAwareness | MarketAwareness | GovernanceAwareness | FinancialAwareness | BusinessPlanning | EthicalAwareness | SocialCulturalGlobalAwareness | LegalAwareness | SourceMaterials | SynthesiseAndPresentMaterials | UseOfComputerApplications | GoalSettingAndActionPlanning | DecisionMaking | TeachingRationaleAndRelationship | AssessmentRationaleAndRelationship | ExemptFromAssessment | ExemptFromAssessmentDate | ExemptFromAssessmentComment | IsHepatitisAImmunisationOffered | IsHepatitisBImmunisationOffered | IsTetanusImmunisationOffered | IsAllergyScreeningOffered | GeneralNotes | NonStandardSessionOfOffering_id | AcademicYear | AcademicYearId | SchoolCode | MarkingScale | Module_Id | Timestamp | IsThemedAgeing | IsThemedSocialRenewal | IsThemedSustainability | IsSapUploadDisabled | TeachingLocation | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 0 | ACC2002 | 50340718 | Managerial and Business Economics | Managerial and Business Economics | 999 | False | False | True | 10 | True | 10 | False | 0 | 10 | 5 | L | ST | N | True | True | 02-02-2022 | True | 19-01-2022 | False | 14-02-2023 | NaN | None | E | To introduce students to economic issues and decision-making tools, relating to major topics like demand analysis and estimation, production and cost functions, and decision making with differing market structures. | OPTIMISATION: A BRIEF REVIEW\r\n\r\nCONSUMPTION & DEMAND\r\n•\tAxioms of traditional consumer theory\r\n• Quantitative demand analysis\r\n•\tIndifference curves, consumption decisions and demand\r\n\r\nPRODUCTION, COSTS & SUPPLY\r\n•\tEconomic analysis of production\r\n•\tCost functions\r\n• The organization of the firm\r\n\r\nMARKET STRUCTURE & PERFORMANCE OUTCOMES\r\n•\tMonopoly, price discrimination and welfare\r\n•\tMonopolistic competition\r\n•\tModels of Oligopoly: Cournot; Stackelberg; The kinked demand curve\r\n• Game theory\r\n\t\r\nMARKET STRUCTURE, FIRM STRATEGY & PERFORMANCE\r\n•\tEmpirical evidence on SCP paradigm and concentration - profitability\r\n•\tResource based view of the Firm\r\n•\tPersistance of profit\r\n\t\r\nANALYSIS OF FIRM STRATEGY\r\n•\tProduct differentiation\r\n•\tAdvertising\r\n•\tBarriers to entry\r\n\r\nTHEORIES OF THE FIRM\r\n•\tNeoclassical\r\n•\tBehavioural\r\n•\tTransaction-costs perspectives | Y | At the end of this module students will be able to:\r\n•\tDemonstrate a conceptual understanding of business economics, and distinguish some difference from accounting concepts.\r\n•\tAnalyse the economic aspects of the nature of competition and behaviour of firms in an industry, and appraise their implications for the competitive strategies and performance of businesses.\r\n•\tApply economic techniques in managerial decision making, but also illustrate the limitations implicit in such techniques. | At the end of this module students will be able to:\r\n•\tDevelop independent learning to prepare a written report.\r\n•\tDevelop quantitative skills to practice the using of statistical software, employ the appropriate models to analyse the data, and interpret the empirical findings.\r\n•\tAnalyse different market structures and equilibrium outcomes in each of them. | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | Formal lecture materials are used to explain the issues, and to introduce concepts and techniques. Seminar sessions are held throughout the year, designed to be both explanatory and interactive and offering the opportunity to explore issues raised in lectures. Students have the opportunity to develop and practise key skills in these sessions. Students are able to judge their progress in the module through these sessions. | Formal examination tests the students' intended knowledge outcomes and their ability to write about specific models/issues and solve numerical problems. The 1200 word report provides an opportunity for students to demonstrate their business knowledge and written communication (report writing) skills.\r\n\r\nIn the case of an alternative semester 2 assessment (worth 75% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place. | False | NaN | NaN | False | False | False | False | Original Handbook text: | NaN | 2022 | 22 | D-NUBS | M001 | 104529 | 02-11-2021 | False | False | False | False | Newcastle City Campus |
| 1 | ACC2003 | 50340719 | Financial Control | Financial Control | 999 | False | False | True | 10 | True | 10 | False | 0 | 10 | 5 | L | ST | N | True | True | 02-02-2022 | True | 19-01-2022 | False | 14-02-2023 | NaN | Non | E | (a) To provide a framework of the methods and techniques of management accounting and control.\r\n\r\n(b) To provide a framework for an understanding of the design and operation of management accounting and control systems by considering conceptual and practical issues involved. | The module is delivered by means of a series of lectures and seminars.\r\n\r\nIt covers:\r\nResearch methodologies of management accounting \r\nCosting (including ABC)\r\nPlanning and control systems (including budgeting and beyond budgeting)\r\nPerformance management system\r\nCurrent issues and transfer pricing | Y | By the end of the module students will be able to : \r\n\r\n- Demonstrate an understanding of the issues involved in designing and operating management accounting and control systems that require to serve diverse purposes. \r\n\r\n- Examine current research issues in management accounting. | By the end of the module students will be able to:\r\n\r\n- Manipulate data into relevant management accounting and control information for planning, decision-making and control \r\n\r\n- Interpret management accounting and control information | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | Lectures materials are used to explain relevant issues and to introduce appropriate concepts and techniques. Seminars are used to enable students to apply and develop skills in an interactive environment. | The formal examination tests students' intended knowledge and skills outcomes, in particular the framing of data into relevant management accounting and control information and the use and interpretation of this information. The assessment scheme examines students on set problems of management accounting and control systems as applied to planning, decision-making and control.\r\n\r\nThe group project tests students on the application of management accounting and control systems by use of an extended problem/short case incorporating features of real-world complexity. Self and peer review will take place after the report, and individuals will receive the group mark adjusted according to self and peer review i.e. their own and their team members’ assessment of each other’s contributions to report. Each team is to keep a log of its meetings, which should be handed in with the report itself. The module leader retains the right to adjust individual marks where it is deemed necessary in the interests of fairness. | False | NaN | NaN | False | False | False | False | Original Handbook text:\r\n\r\nESSENTIAL TEXTBOOK\r\nManagement and Cost Accounting (6th edition)\r\n- 5th edition also acceptable\tby Alnoor Bhimani, Charles T. Horngren, Srikant M. Datar, Madhav Rajan \r\n. \t\t\t\t\t\r\nManagement and Cost Accounting (8th edition)\r\n- 7th edition also acceptable\tby Colin Drury | NaN | 2022 | 22 | D-NUBS | M001 | 104530 | 02-11-2021 | False | False | False | False | Newcastle City Campus |
| 2 | ACC2005 | 50340720 | Intermediate Financial Accounting | Intermediate Financial Accounting | 999 | False | False | True | 10 | True | 10 | False | 0 | 10 | 5 | L | ST | N | True | True | 02-02-2022 | True | 19-01-2022 | False | 14-02-2023 | NaN | None | E | 1. To examine current financial reporting practice and how it impacts upon companies\r\n2. To enable students to develop accounts preparation and interpretation skills\r\n3. To provide an introduction to group accounts preparation\r\n\r\nThis is an intermediate financial reporting module. Most of the examples relate to companies reporting to shareholders. We shall consider how to account for a range of situations, including accounting for provisions, contingent liabilities and contingent assets, financial instruments and consolidation of group companies with reference to international accounting standards. The module will provide an introduction to the regulatory and IASB frameworks governing the production of financial statements. | 1. Company Financial Statements\r\n\r\n2. The Frameworks of Financial Reporting\t\t\r\n\r\n3. Preparation of consolidated Group Accounts | C | By the end of the module, students should be able to:\r\nApply the requirements of Company Law and International Financial Reporting Standards concerning the format and content of company financial statements\r\nAssess and compare the effects of accounting policy choices on reported income, net assets and capital | By the end of the module, students should be able to:\r\nPrepare and interpret published financial statements of limited companies in accordance with IFRS | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | Lecture material introduces the course material to students, and concentrates upon some of the more challenging aspects of financial reporting. Students are given a programme of required reading to supplement the lecture materials and are encouraged to attempt questions as well as reading around subjects as widely as possible. The synchronous sessions consolidate the course material by allowing students to tackle problems in a small group environment, where the seminar leader is available to provide explanations and give extra help as required. The practice questions set will help students to develop problem-solving, numeracy and written-communication skills. The synchronous sessions are designed to encourage discussion by probing the implications of alternative accounting policy choices and trends in financial reporting. Students are required to attend synchronous seminar sessions with their attempts at set questions ready to discuss these with the rest of the group. | The semester 2 written examination tests the students' intended knowledge and skills outcomes, in particular their ability to write succinct essays and solve numerical problems, covering content from both semesters. The semester 1 MCQ examination will provide an assessment of students' core knowledge of IFRS standards covered in semester 1.\r\n\r\nIn the case of an alternative semester 2 assessment (worth 75% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place. | False | NaN | NaN | False | False | False | False | Original Handbook text: | NaN | 2022 | 22 | D-NUBS | M001 | 104531 | 02-11-2021 | False | False | False | False | Newcastle City Campus |
| 3 | ACC2007 | 50340721 | Responsible Corporate Finance | Responsible Corporate Finance | 999 | False | False | True | 10 | True | 10 | False | 0 | 10 | 5 | L | ST | N | True | True | 02-02-2022 | True | 21-09-2022 | False | 14-02-2023 | Equivalent Stage 1 Maths Statistics module | None | E | This module aims for develop an understanding of responsible corporate finance by examining analytical frameworks for the knowledge of the firm's major financing decisions by considering the theoretical models that explain these decisions. The module also examines Finance and Professional Codes of Conduct & Ethics, using real world examples to highlight professional behaviours and the changing ESG environment that accountants and treasurers are now expected to operate in. | 1- Scope and nature of corporate finance\r\n2- Valuation of debt and equity\r\n3- Security and portfolio analysis \r\n4- Capital market efficiency\r\n5- Asset pricing models and their applications\r\n\r\n6- Raising Capital: Debt and Equity\r\n7- Risk Management: Options, FRA's and Futures\r\n8- Capital structure\r\n9- Dividend policy\r\n10- Finance, ESG and Professional Codes of Conduct & Ethics | Y | By the end of the module students will be able to \t\r\n- Demonstrate critical understanding of theories and models in finance, and the way they are developed.\r\n- Evaluate the key financial decisions faced by a firm and how theories can inform practice.\r\n- Compare different approaches to solve financial problems and the ability to critically evaluate them under different circumstances.\r\n- Analyse, summarize and interpret academic research for financial decision making. | By the end of the module students will acquire the following skills:\r\n- Quantitative skills in financial analysis and projections \r\n- Critical discussion with evidence\r\n- Effective communication\r\n- Solve structured and unstructured problems | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | Lecture materials are designed to provide an introduction and exposition of key models, research and financial decisions\r\n\r\nPrivate study enables students to develop this in more detail.\r\n\r\nScehduled contact time provides an opportunity for students to work individually and in groups to discuss reading and work through problem questions. Group sessions provide an opportunity for students to develop their problem solving skills | The formal examination assesses the students' intended knowledge and skills outcomes as well as problem solving, numeracy and written communication skills.\r\n\r\nFor 2022/23 onwards it is the intention of the module team to move the Inspera digital exams platform for an in-person digital 3 hour closed book exam. Should this not be possible, the exam will remain as a written 3 hour closed book exam.\r\n\r\nIn the case of an alternative semester 2 assessment being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam (digital or written) at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place. | False | NaN | NaN | False | False | False | False | Original Handbook text: | NaN | 2022 | 22 | D-NUBS | M001 | 104532 | 02-11-2021 | False | False | False | False | Newcastle City Campus |
| 4 | ACC2008 | 50604711 | Introduction to Corporate Finance | Introduction to Corporate Finance | 999 | False | False | True | 10 | False | 0 | False | 0 | 5 | 5 | L | ST | N | True | True | 02-02-2022 | True | 13-01-2022 | False | 14-02-2023 | Sufficient Knowledge of Maths and Stats and Introductory Finance. | None | E | To provide an analytical framework for the knowledge of the firm's major financing decisions by considering the theoretical models that explain these decisions. | 1- Scope and nature of corporate finance\r\n2- Valuation of debt and equity\r\n3- Security and portfolio analysis \r\n4- Capital market efficiency\r\n5- Asset pricing models and their applications | Y | By the end of the module students will be able to \t\r\n- Demonstrate critical understanding of theories and models in finance, and the way they are developed.\r\n- Evaluate the key financial decisions faced by a firm and how theories can inform practice.\r\n- Compare different approaches to solve financial problems and the ability to critically evaluate them under different circumstances.\r\n- Analyse, summarize and interpret academic research for financial decision making. | 1. Financial Analysis\r\n2. Critical evaluation of arguments and evidence\r\n3. Drawing conclusions from problems | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | Lectures are designed to provide an introduction and exposition of key models, research and financial decisions [A1]\r\nPrivate study enables students to develop this in more detail.\r\n\r\nSeminars provide an opportunity for students to work individually and in groups to discuss reading and work through problem questions. [B1-B3]. Group feedback sessions provide an opportunity for students to develop their problem solving skills [B1] - [B3] | The examination assesses the students' intended knowledge and skills outcomes as well as problem solving and numeracy skills. | False | NaN | NaN | False | False | False | False | Original Handbook text: | NaN | 2022 | 22 | D-NUBS | M001 | 104533 | 14-01-2022 | False | False | False | False | Newcastle City Campus |
| 5 | ACC2009 | 50830516 | Strategic Business Analysis | Strategic Business Analysis | 999 | False | False | True | 10 | True | 10 | False | 0 | 10 | 5 | L | ST | N | True | True | 02-02-2022 | True | 13-01-2022 | False | 14-02-2023 | ECO1017, or equivalent modules | NaN | E | To enable students to understand how businesses develop and implement strategic choices.\r\n\r\nTo understand and analyse business objectives, market position, and internal and external factors affecting strategic choices. | Analysis of the internal and external strategic position of organisations, both international and domestic.\r\n\r\nIdentification, justification and selection of appropriate strategic options for an organisation. \r\n\r\nImplementation of strategic options, including marketing, human resource management and the effect of changing technology. | Y | By the end of the module students will be able to:\r\n- analyse business objectives, market position and strategic direction\t\t\r\n\t\t\r\n- examine the likely consequences of strategic choices and question appropriate strategies\t\t\r\n\t\t\r\n - use relevant models and techniques to aid practical implementation of strategy | By the end of the module students will be able to:\r\n\r\n- analyse current strategic issues in business\t\t\r\n\t\t\r\n- apply relevant tools and techniques to debate the effect of strategic issues on business\t\t\r\n\t\t\r\n- criticise theoretical models and question their usefulness in the current business environment | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | This module aims to introduce students to some key concepts relating to business strategy. Lecture materials are used to explain the issues, and to introduce theory, concepts and techniques. Practice questions and discussion boards will allow for discussion and application of the material covered and issues raised. Students will have the opportunity to develop their understanding and judge their progress in these sessions. Reading is required to support the module and is essential to developing a rounded view of the material. | Formative assessment will be used to prepare students for the final examination which needs to be in a particular format to meet accreditation requirements.\r\nFormative work throughout the course will be used to prepare students for the final examination which needs to be in a particular format to meet accreditation requirements. This work is not assessed.\r\n\r\nIn the case of an alternative semester 2 assessment being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. In 2020/21 this alternative was a 24 hour take home exam delivered online, and it is envisioned that if circumstances do not allow a present-in-person timed exam at the end of semester 2, and the professional body agrees, than this may well be an example of the type of alternative assessment which could be put in place. | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-NUBS | M001 | 104534 | 02-11-2021 | False | False | False | False | Newcastle City Campus |
| 6 | ACC2020 | 50830520 | Auditing | Auditing | 999 | False | False | True | 10 | True | 10 | False | 0 | 10 | 5 | L | ST | N | True | True | 02-02-2022 | True | 13-01-2022 | True | 14-02-2023 | None | NaN | E | To enable students to understand what auditing means in the context of professional frameworks: how organisations try to seek audit assurance and how this is reported to the relevant stakeholders within an international context. | Planning and risk assessment\r\nInternal control\t\r\nInternal audit and corporate governance\r\nGathering audit evidence; assessing and using Internal controls\r\nReview and reporting\r\nProfessional ethics | C | At the end of the module students will be able in relation to:\r\n•\tStatutory Audit and Other Assurance – discuss the objectives and principal characteristics of statutory audit and other assurance engagements. \r\n•\tUnderstanding the business - evaluate information systems, internal control systems and identify significant business risks (financial, operational and compliance). \r\n•\tAudit Components – demonstrate an understanding of the issues involved in planning an audit and in obtaining, recording and evaluating audit evidence.\r\n•\tReporting and Communicating – discuss the nature, content and timing of the various forms of report through which the auditor communicates, including the ability to communicate the outcomes of statutory audits and other assurance engagements clearly, concisely and unambiguously. | At the end of this module students will be able to:\r\n•\tDemonstrate knowledge and understanding of ethical, technical, legal and professional aspects of audit and assurance.\r\n•\tDiscuss and apply concepts which impact on the audit and assurance process.\r\n•\tInterpret and assess the impact of data, evidence and issues on the audit and assurance process.\r\n•\tDevelop problem solving skills in diverse scenario-based socio-cultural environments. | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | The syllabus requires students to master a wide range of principles and concepts, and then to apply to given scenarios. Helping students acquire this competence is best achieved by lecture materials, supported by seminars, significant reading and question practice as guided independent study. | Unseen examination is required to match professional recognition requirements. It is also an appropriate way of assessing knowledge and application of the principles and concepts involved.\r\nStudents will receive feedback on their progress through undertaking worked examples and questions in class and during seminars.\r\n\r\nIn the case of an alternative semester 2 assessment (worth 75% of the overall module mark) being necessary due to circumstances, the module leader will in the first instance consult with the DPD as to the requirements of the professional accrediting body to discuss possible acceptable alternatives. | False | NaN | NaN | False | False | False | False | Original Handbook text: | NaN | 2022 | 22 | D-NUBS | M001 | 104535 | 02-11-2021 | False | False | False | False | Newcastle City Campus |
| 7 | ACC2021 | 50340733 | Understanding Company Accounts | Understanding Company Accounts | 999 | False | False | True | 10 | True | 10 | False | 0 | 10 | 5 | L | ST | N | True | True | 02-02-2022 | True | 13-01-2022 | True | 14-02-2023 | An understanding of financial Accounting is required for the module provided by ACC1010 | None | E | - to enable students to appraise a company's financial condition and performance from its published accounts, paying particular attention to the context of its operating environment and accounting policy choices\r\n\r\n- To develop project management skills\r\n\r\n- To develop team working skills\r\n\r\n- To develop report writing skills\r\n\r\n- To develop presentational skills\r\n\r\n- To develop computer literacy | Analysis of the business environment, ratio analysis, report writing, working in teams, work on presentations.\r\n\r\nA 6000 word project and presentation will be carried out in teams of students, analysing a set of company accounts. | C | By the end of the module students should be able to:\r\nExamine the key indicators of financial performance and compare the performance of one company with others. \r\nAppraise the impact of accounting policies on financial disclosures\r\nInvestigate the interaction of a company with the business environment to appreciate that accounting does not exist in a vacuum. \r\nUse appropriate software to process financial information and rationalise and present the results. | By the end of the module students should be able to:\r\nPresent an analysis of financial statements, including ratio analysis, that illustrates and compares (by means of graphs, tables and charts as appropriate) trends and features of the financial performance and position of a publicly listed company and, where appropriate comparative companies. \r\nAnalyse the operating environment and history of a publicly listed company\r\nCarry out self reflection on their experience and development in the module and present this in a multimedia format. | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | Lectures materials and module talks will explain the aims, objectives, structure and operation of the module, students will be placed in teams and a company will be allocated to each team. Lecture material and learning and teaching on team working, self reflection and on the analysis and interpretation of company accounts will provide a framework for understanding the following key indicators of financial performance:\r\n1. level of growth\r\n2. profitability, cost structure and impact of accounting policies;\r\n3. cash generation and liquidity;\r\n4. level of investment as a safeguard for future profitability;\r\n5. structure of a company's finance.\r\n\r\nStudents are expected to obtain relevant background information for example via the the library, which is well-stocked with periodicals and other relevant sources e.g. Financial Times, industry/economic reports etc. All students have the opportunity to consult with academic staff on a group basis throughout the module. Students are required to take the initiative to arrange team meetings, consultations with staff as required, and to play a full part in the work of the group. Team working, research and report writing skills are thus developed through the project as well as analytical and numerical skills. | Self and peer review will take place after the report and presentations, and individuals will receive the group mark adjusted according to self and peer review i.e. their own and their team members' assessment of each other's contributions to report and presentation. Each team is to keep a log of its meetings, which should be handed in with the project itself. The Module Leader retains the right to adjust individual marks where it is deemed necessary in the interests of fairness.\r\nNon-engagement with the team and module materials may result in a student being considered as achieving 0 marks for the group part of the module. \r\n\r\nThe group report, group presentation and multimedia self reflection test the students' knowledge and skills outcomes without exception. | True | 10-03-2016 | Exemption from Assessment Tariff granted in order to introduce an individual component to this module that has previously been assessed by means of 100% group work. \r\nthe group report and a group presentation were deemed to be valuable pieces of assessment in the development of graduate attributes of stage 2 students and it was felt that both should be kept. | False | False | False | False | Original Handbook text: | NaN | 2022 | 22 | D-NUBS | M001 | 104536 | 02-11-2021 | False | False | False | False | Newcastle City Campus |
| 8 | ACC2024 | 50607836 | Management Accounting Systems | Management Accounting Systems | 999 | False | False | True | 10 | False | 0 | False | 0 | 5 | 5 | L | ST | N | True | True | 02-02-2022 | True | 24-08-2022 | True | 20-10-2021 | Introductory Management Accounting | None | E | (a) To provide a framework of the methods and techniques of management accounting and control.\r\n\r\n(b) To provide a framework for an understanding of the design and operation of management accounting and control systems by considering conceptual and practical issues involved. | The module is delivered by means of a series of lectures and seminars.\r\n\r\nIt covers:\r\nResearch methodologies of management accounting \r\nCosting (including ABC)\r\nPlanning and control systems (including budgeting and beyond budgeting)\r\nPerformance management system\r\nCurrent issues and transfer pricing | Y | By the end of the module students will be able to : \r\n\r\n- Demonstrate an understanding of the issues involved in designing and operating management accounting and control systems that require to serve diverse purposes. \r\n\r\n- Examine current research issues in management accounting. | By the end of the module students will be able to:\r\n\r\n- Manipulate data into relevant management accounting and control information for planning, decision-making and control \r\n\r\n- Interpret management accounting and control information | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | Lectures are used to explore relevant issues and to introduce appropriate concepts and techniques. Seminars are used to enable students to apply and develop skills in an interactive environment. | Assignment-short case study requiring numerical analysis and the production of a short written report (c. 500 words)\r\n\r\nThe assessment is designed to test all the learning outcomes.\r\n\r\nSEMESTER ONE ONLY STUDY ABROAD: assessment remains unchanged but submission date earlier | False | NaN | NaN | False | False | False | False | Original Handbook text: | NaN | 2022 | 22 | D-NUBS | M001 | 104537 | 02-11-2021 | False | False | False | False | Newcastle City Campus |
| 9 | ACC2025 | 50608953 | SA Sem 1 Intermediate Financial Accounting | SA Sem 1 Intermediate Financial Accnt | 999 | False | False | True | 10 | False | 0 | False | 0 | 5 | 5 | L | ST | N | True | True | 02-02-2022 | True | 13-01-2022 | False | 14-02-2023 | Prior accounting study essential | None | E | To examine current financial reporting practice and how it impacts on companies. \r\nTo develop accounts preparation skills. | Preparation and presentation of published financial statements of limited companies in accordance with selected International Accounting Standards. | Y | By the end of the module, students should be able to:\r\nApply the requirements of company law and International Financial Reporting Standards concerning the format and content of company financial statements. \r\nAssess and compare the effects of accounting policy choice on reported income, net assets and capital | By the end of the module, students should be able to:\r\nPrepare published financial statements of limited companies in accordance with IFRS | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | Lectures introduce the course material and concentrate on expositions of some of the more complex aspects. Students are given a programme of reading to support the lecture. Seminars consolidate course material by allowing students to tackle problems in an environment where they can seek help and explanations, as well as getting feedback on how well they are progressing. Seminars also help develop key skills in problem-solving and numeracy. Students are required to come to sessions with their attempts at set questions and then to discuss these issues in small teams. | 100% in class test. | False | NaN | NaN | False | False | False | False | Original Handbook text: | NaN | 2022 | 22 | D-NUBS | M001 | 104538 | 02-11-2021 | False | False | False | False | Newcastle City Campus |
| ModuleCode | SapObjectId | Title | ShortTitle | MaxCapacity | IsNew | IsDummy | Semester1Offered | Semester1CreditValue | Semester2Offered | Semester2CreditValue | Semester3Offered | Semester3CreditValue | EctsCreditValue | FheqLevel | Mode | Delivery | StandAloneAvailability | IsOffered | IsFtlcApproved | DateFtlcApproved | IsBosApproved | DateBosApproved | IsUploadedToSap | DateSapUploaded | PreRequisiteComment | CoRequisiteComment | Availability | Aims | OutlineOfSyllabus | StudyAbroad | IntendedKnowledgeOutcomes | IntendedSkillOutcomes | GraduateSkillsFrameworkApplicable | CriticalThinking | DataSynthesis | ActiveLearning | Numeracy | Literacy | SelfAwarenessAndReflection | InnovationAndCreativity | Initiative | Independence | Adaptability | ProblemSolving | Budgeting | Oral | ForeignLanguages | Interpersonal | WrittenOther | Collaboration | RelationshipBuilding | Leadership | Negotiation | PeerAssessmentReview | OccupationalAwareness | MarketAwareness | GovernanceAwareness | FinancialAwareness | BusinessPlanning | EthicalAwareness | SocialCulturalGlobalAwareness | LegalAwareness | SourceMaterials | SynthesiseAndPresentMaterials | UseOfComputerApplications | GoalSettingAndActionPlanning | DecisionMaking | TeachingRationaleAndRelationship | AssessmentRationaleAndRelationship | ExemptFromAssessment | ExemptFromAssessmentDate | ExemptFromAssessmentComment | IsHepatitisAImmunisationOffered | IsHepatitisBImmunisationOffered | IsTetanusImmunisationOffered | IsAllergyScreeningOffered | GeneralNotes | NonStandardSessionOfOffering_id | AcademicYear | AcademicYearId | SchoolCode | MarkingScale | Module_Id | Timestamp | IsThemedAgeing | IsThemedSocialRenewal | IsThemedSustainability | IsSapUploadDisabled | TeachingLocation | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 5349 | CSC8433 | 53395824 | Business Applications 1 | Business Applications 1 | 999 | True | False | False | 0 | False | 0 | True | 10 | 5 | 7 | L | BL | N | True | True | 27-09-2022 | True | 27-09-2022 | True | 27-09-2022 | NaN | NaN | E | This module aims to equip apprentices with the technical and practical experience to function as successful software engineering practitioners. It will provide apprentices with a Project Based challenge* that requires them to learn and apply their skills in Advanced Programming and Web Technologies, previously learned skills in Human-Computer-Interaction, Project Management and Software Engineering processes.\r\n\r\nIn this module, the apprentices will design, develop, and manage a software engineering project and its timeline following agile, lean or other industry recognized approaches. They will apply HCI methodologies to design a product driven by user experience that incorporates an extended knowledge of Java. Further, they will create a presentation based on their product for stakeholders. \r\n\r\n*Apprentices and their employers who wish to apply a project from their workplace must consult with the Module Leader to ensure the scope is manageable in the semester, and the project criteria are met. Please note that this Module focuses on group work. Employers must be able to give the Apprentice a project that includes group work throughout. | The module will cover:\r\n•Advanced Programming:\r\no\tServer side programming\r\no\tCommon data structures and manipulation of collections of objects.\r\no\tConcurrent programming\r\n•Introduction to Database Systems\r\n•Web Technologies:\r\no\tBasic languages (e.g. HTML, CSS, JavaScript).\r\no\tForms & scripts.\r\no\tClient-server development.\r\no\tWeb/Database integration. | N | To be able to\r\no\t(K2) Describe & discuss advanced features of Java programmingincluding: o Concurrent programming,\r\no\tServer programming\r\n•\t(K1)Describe current and emerging Internet technologies\r\n•\t(K1, K2)Explain the relevant technology underlying web content delivery and presentation\r\n•\t(K2, K4)Describe database system design and use\r\n•\t\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tKnowledge 1: The rationale for software platform and solution development, including the organisational context.\r\n•\tKnowledge 2: The various inputs, statements of requirements, security considerations and constraints that guide solution architecture and the development of logical and physical systems' designs;\r\n•\tKnowledge 4: The approaches used to modularise the internal structure of an application and describe the structure and behaviour of applications used in a business, with a focus on how they interact with each other and with business users;\r\n\r\nImportant to note that should MoF outcomes be adjusted they directly impact the credibility of the Apprenticeships Domain standards. The Domain standards are also listed in the End Point Assessment (EPA), Capstone MOF, and need to be introduced early in the programme to help apprentices develop and practice these skills. | Intended Skills Outcomes:\r\nTo be able to\r\n•\tUse advanced features of Java programs including (S3):\r\no\tConcurrent and event-driven programming,\r\no\tSimple algorithms and data structures.\r\n•\t\r\n•\tIdentify the principal hardware components and software services which provide infrastructure for the Internet from the global scale down to the desktop (S3).\r\n•\t\r\n•\tConstruct simple web-based applications using common, current tools and systems.(S3) (C PC S7)\r\n•\t\r\n•\tIdentify, document, review and design IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving processes (S6) (C PC S7)\r\n\r\nIntended Behaviour Outcomes:\r\nTo be able to\r\n•\tInspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tEstablish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tCreate strong positive relationship with team members to produce high performing technical teams (C L B3)\r\n•\tBe results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B4)\r\n•\tPromote a high level of cooperation between own work group and other groups to establish a technology change led culture (C L B5)\r\n•\tDevelop and support others in developing an appropriate balance of leadership and technical skills (C L B6)\r\n\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tSkill 3: Develop and deliver, distributed or semi-complex software solutions that are scalable and which deliver innovative user experiences and journeys that encompass cross-functional teams, platforms and technologies\r\n•\tSkill 6: Be accountable for the quality of deliverables from one or more software development teams (source code quality, automated testing, design quality, documentation etc.) and following company standard processes (code reviews, unit testing, source code management etc.).\r\n\r\nThis MoF also aligns with the Core standards (C)\r\n•\tLeadership Behaviour 1: Inspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tLeadership Behaviour 2: Establish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tLeadership Behaviour 3: Be results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B3)\r\n•\tLeadership Behaviour 4: Promote a high level of cooperation between own work group and other groups to establish a technology change led culture. (C L B4)\r\n•\tLeadership Behaviour 5: Develop and support others in developing an appropriate balance of leadership and technical skills (C L B5)\r\n•\tLeadership Behaviour 6: Create strong positive relationship with team members to produce high performing technical teams (C L B6)\r\n•\tProfessional Competencies Skill 7: Demonstrate self-direction and originality in solving problems, and act autonomously in planning and implementing digital and technology solutions specialist tasks at a professional level (C PC S7)\r\n•\tBusiness and Change Management Skill 1: Identify, document, review and design complex IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving those processes (C BCM S1)\r\n•\t\r\nNOTE:\r\nAll learning outcomes are aligned to the Digital and Technology Solutions Specialist (integrated degree) which is subject to change every three years from the date of publication E.g. Next review is August 7 2021. \r\nhttps://www.instituteforapprenticeships.org/apprenticeship-standards/digital-and-technology-solutions-specialist-integrated-degree/ | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | This module will apply the tenets of Project Based Learning (PBL) whereby apprentices are presented with a challenge that requires apprentices to produce a product in response to the challenge.\r\n(For apprentices with less technical background more scaffolding will be available, but the integrity of the challenge will not be reduced. They will become confident in approaching and understanding how to solve the problem.) \r\n\r\nChallenge and lecture materials are released at the start of the week, apprentices have a couple of days to try and solve the challenge with the tools at their disposal. They may use drop in sessions, and group discussion boards to collaboratively solve or discuss ideas. They submit their attempt(s) at the challenge in advance of the live seminar so that demonstrators and instructors can provide feedback. After the seminar there is another lab session to reinforce and walk through the steps again, should apprentices need additional practice and support. | There are two summative assessments in this module that include an individual Lab Report and a report. The first is intended to assess individual’s technical understanding of the content. The second report is a description of their contribution to the group work activities that include: software interaction and architecture planning, implementation steps and evaluation as well as consideration of legal, social and ethical perspectives for their solution.\r\n\r\nTo support the summative assessments, there are non-assessed weekly labs. These provide apprentices the opportunity to learn and discuss technical skills, as well as receive step by step guidance from a demonstrator. Attending these sessions will help apprentices practice, master, and write their summative Lab Report.\r\nOther activities that exist to support mastery of learning, but not formatively assessed, include weekly workshops, and skills practice in the workplace. Workshops allow the instructor to meet with groups regularly for a status update on their work towards their final project, help address any technical or group questions and issues, and provide groups feedback. Workshops are also an opportunity to learn from University researchers and practitioners in the workplace in the form of seminars and activities to help build apprentices interpersonal skills. \r\n\r\nThis apprenticeship recognizes that not all learning can be mastered in one day, therefore there is time allocated for practicing skills, meaning apprentices can transfer their knowledge and skill into the workplace. These opportunities need to be identified during tri monthly tripartite meetings with the apprentice, their manager and their teaching fellow. These events are then documented in another platform (APTEM) which members of the tripartite conversation can access. | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-COMP | M003 | 111337 | 28-09-2022 | False | False | False | False | Newcastle City Campus |
| 5350 | CSC8434 | 53395875 | Server-side Development | Server-side Development | 999 | True | False | True | 10 | False | 0 | False | 0 | 5 | 7 | L | BL | N | True | True | 03-11-2022 | True | 03-11-2022 | True | 03-11-2022 | NaN | NaN | E | This module aims to equip apprentices with the technical and practical experience to function as successful software engineering practitioners. It will provide apprentices with a Project Based challenge* that requires them to learn and apply their skills to design, implement and run a three-tier business application end-to-end in Java (that is, from client to database), previously learned skills in Web-technologies, Human-Computer-Interaction, Project Management and Software Engineering processes.\r\n\r\nIn this module, the apprentices will design, develop, and manage a software engineering project and its timeline following agile, lean or other industry-recognized approaches. They will be able to transfer the understanding of three-tier socket-based applications to a web-based setting (based on HTTP). They will apply HCI methodologies to design a product driven by user experience that incorporates an extended knowledge of Java. Further, they will create a presentation based on their product for stakeholders. | The module will cover:\r\n\r\n•\tAdvanced Programming:\r\no\tServer side programming\r\no\tCommon data structures and manipulation of collections of objects.\r\no\tConcurrent programming\r\n•\tIntroduction to Database Systems | N | To be able to\r\n-(K2) Describe & discuss advanced features of Java programming including: \r\n\t-Concurrent programming,\r\n\t-Server programming\r\n\r\n-(K1, K2) Explain the relevant technology underlying web content delivery and presentation\r\n-(K2, K4) Describe database system design and use\r\n\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tKnowledge 1: The various inputs, statements of requirements, security considerations and constraints that guide solution architecture and the development of logical and physical systems' designs;\r\n•\tKnowledge 2: The approaches used to modularise the internal structure of an application and describe the structure and behaviour of applications used in a business, with a focus on how they interact with each other and with business users;\r\n\r\nImportant to note that should MoF outcomes be adjusted they directly impact the credibility of the Apprenticeships Domain standards. The Domain standards are also listed in the End Point Assessment (EPA), Capstone MOF, and need to be introduced early in the programme to help apprentices develop and practice these skills. | IIntended Skills Outcomes:\r\nTo be able to\r\n•\tUse advanced features of Java programs including (S3):\r\n•\tIdentify the principal hardware components and software services which provide infrastructure for\r\nthe Internet from the global scale down to the desktop (S3).\r\n•\tConstruct simple web-based applications using common, current tools and systems.(S3) (C PC S7)\r\nIdentify, document, review and design IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving processes (S6) (C PC S7)\r\nIntended Behaviour Outcomes:\r\nTo be able to\r\n•\tInspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tEstablish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tCreate strong positive relationship with team members to produce high performing technical teams (C L B3)\r\n•\tBe results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B4)\r\n•\tPromote a high level of cooperation between own work group and other groups to establish a technology change led culture (C L B5)\r\n•\tDevelop and support others in developing an appropriate balance of leadership and technical skills (C L B6)\r\n\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tSkill 3: Develop and deliver, distributed or semi-complex software solutions that are scalable and which deliver innovative user experiences and journeys that encompass cross-functional teams, platforms and technologies\r\n•\tSkill 6: Be accountable for the quality of deliverables from one or more software development teams (source code quality, automated testing, design quality, documentation etc.) and following company standard processes (code reviews, unit testing, source code management etc.).\r\nThis MoF also aligns with the Core standards (C)\r\n•\tLeadership Behaviour 1: Inspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tLeadership Behaviour 2: Establish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tLeadership Behaviour 3: Be results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B3)\r\n•\tLeadership Behaviour 4: Promote a high level of cooperation between own work group and other groups to establish a technology change led culture. (C L B4)\r\n•\tLeadership Behaviour 5: Develop and support others in developing an appropriate balance of leadership and technical skills (C L B5)\r\n•\tLeadership Behaviour 6: Create strong positive relationship with team members to produce high performing technical teams (C L B6)\r\n•\tProfessional Competencies Skill 7: Demonstrate self-direction and originality in solving problems, and act autonomously in planning and implementing digital and technology solutions specialist tasks at a professional level (C PC S7)\r\n•\tBusiness and Change Management Skill 1: Identify, document, review and design complex IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving those processes (C BCM S1)\r\n•\r\nNOTE:\r\nAll learning outcomes are aligned to the Digital and Technology Solutions Specialist (integrated degree) which is subject to change every three years from the date of publication E.g. Next review is August 7 2021.\r\nhttps://www.instituteforapprenticeships.org/apprenticeship-standards/digital-and-technology- solutions-specialist-integrated-degree/ | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | This module will apply the tenets of Project Based Learning (PBL) whereby apprentices are presented with a challenge that requires apprentices to produce a product in response to the challenge.\r\n(For apprentices with less technical background more scaffolding will be available, but the integrity of the challenge will not be reduced. They will become confident in approaching and understanding how to solve the problem.) \r\n\r\nChallenge and lecture materials are released at the start of the week, apprentices have a couple of days to try and solve the challenge with the tools at their disposal. They may use drop in sessions, and group discussion boards to collaboratively solve or discuss ideas. They submit their attempt(s) at the challenge in advance of the live seminar so that demonstrators and instructors can provide feedback. After the seminar there is another lab session to reinforce and walk through the steps again, should apprentices need additional practice and support. | There is one summative assessment in this module intended to assess the technical understanding of the content covered. \r\n\r\nTo support the summative assessments, there are non-assessed weekly labs. These provide apprentices the opportunity to learn and discuss technical skills, as well as receive step by step guidance from a demonstrator. Attending these sessions will help apprentices practice, master, and write their summative Lab Report.\r\nOther activities that exist to support mastery of learning, but not formatively assessed, include weekly workshops, and skills practice in the workplace. Workshops allow the instructor to meet with groups regularly for a status update on their work towards their final project, help address any technical or group questions and issues, and provide groups feedback. Workshops are also an opportunity to learn from University researchers and practitioners in the workplace in the form of seminars and activities to help build apprentices interpersonal skills.\r\n\r\nThis apprenticeship recognizes that not all learning can be mastered in one day, therefore there is time allocated for practicing skills, meaning apprentices can transfer their knowledge and skill into the workplace. These opportunities need to be identified during tri monthly tripartite meetings with the apprentice, their manager and their teaching fellow. These events are then documented in another platform (APTEM) which members of the tripartite conversation can access. | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-COMP | M003 | 111338 | 28-09-2022 | False | False | False | False | Newcastle City Campus |
| 5351 | CSC8435 | 53396173 | Web Client Applications | Web Client Applications | 999 | False | False | False | 0 | False | 0 | True | 10 | 5 | 7 | L | BL | N | True | True | 03-11-2022 | True | 03-11-2022 | True | 03-11-2022 | NaN | NaN | E | This module aims to equip apprentices with the technical and practical experience to function as successful software engineering practitioners. It will provide apprentices with a practical challenge that requires them to learn and apply their skills in web application development, demonstrating an understanding of user interface design, and their ability to create meaningful web content.\r\n\r\nThey will also produce reports to demonstrate their understanding of accessibility issues and application testing. | The module will cover:\r\n\r\n•\tWeb Technologies:\r\no\tBasic languages (e.g. HTML, CSS, JavaScript).\r\no\tForms & scripts\r\no\tWeb architecture\r\no\tClient-server relationship\r\no\tHTTP and REST protocols\r\no\tWeb standards and validation\r\no\tResponsive web design | N | To be able to:\r\n\r\n-Web application development \r\n\r\n•\t(K1)Describe current and emerging Internet technologies\r\n•\t(K1, K2)Explain the relevant technology underlying web content delivery and presentation\r\n\r\n\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tKnowledge 1: The rationale for software platform and solution development, including the organisational context.\r\n•\tKnowledge 2: The various inputs, statements of requirements, security considerations and constraints that guide solution architecture and the development of logical and physical systems' designs;\r\n\r\nImportant to note that should MoF outcomes be adjusted they directly impact the credibility of the Apprenticeships Domain standards. The Domain standards are also listed in the End Point Assessment (EPA), Capstone MOF, and need to be introduced early in the programme to help apprentices develop and practice these skills. | Intended Skills Outcomes:\r\nTo be able to\r\n\r\n•\tConstruct simple web-based applications using common, current tools and systems.(S3) (C PC S7)\r\n•\tIdentify, document, review and design IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving processes (S6) (C PC S7)\r\n\r\nIntended Behaviour Outcomes:\r\nTo be able to\r\n•\tInspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tEstablish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tCreate strong positive relationship with team members to produce high performing technical teams (C L B3)\r\n•\tBe results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B4)\r\n•\tPromote a high level of cooperation between own work group and other groups to establish a technology change led culture (C L B5)\r\n•\tDevelop and support others in developing an appropriate balance of leadership and technical skills (C L B6)\r\n\r\nDegree Apprenticeship Standards\r\nThe outcomes listed above support the Digital and Technology Solutions Specialist; Software Engineering Specialist, Level 7 domain specific outcomes:\r\n•\tSkill 3: Develop and deliver, distributed or semi-complex software solutions that are scalable and which deliver innovative user experiences and journeys that encompass cross-functional teams, platforms and technologies\r\n•\tSkill 6: Be accountable for the quality of deliverables from one or more software development teams (source code quality, automated testing, design quality, documentation etc.) and following company standard processes (code reviews, unit testing, source code management etc.).\r\n\r\nThis MoF also aligns with the Core standards (C)\r\n•\tLeadership Behaviour 1: Inspire and motivate others to deliver excellent technical solutions and outcomes (C L B1)\r\n•\tLeadership Behaviour 2: Establish high levels of performance in digital and technology solutions activities (C L B2)\r\n•\tLeadership Behaviour 3: Be results and outcomes driven to achieve high key performance outcomes for digital and technology solutions objectives (C L B3)\r\n•\tLeadership Behaviour 4: Promote a high level of cooperation between own work group and other groups to establish a technology change led culture. (C L B4)\r\n•\tLeadership Behaviour 5: Develop and support others in developing an appropriate balance of leadership and technical skills (C L B5)\r\n•\tLeadership Behaviour 6: Create strong positive relationship with team members to produce high performing technical teams (C L B6)\r\n•\tProfessional Competencies Skill 7: Demonstrate self-direction and originality in solving problems, and act autonomously in planning and implementing digital and technology solutions specialist tasks at a professional level (C PC S7)\r\n•\tBusiness and Change Management Skill 1: Identify, document, review and design complex IT enabled business processes that define a set of activities that will accomplish specific organisational goals and provides a systematic approach to improving those processes (C BCM S1)\r\n•\r\nNOTE:\r\nAll learning outcomes are aligned to the Digital and Technology Solutions Specialist (integrated degree) which is subject to change every three years from the date of publication E.g. Next review is August 7 2021.\r\nhttps://www.instituteforapprenticeships.org/apprenticeship-standards/digital-and-technology- solutions-specialist-integrated-degree/ | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | This module will apply the tenets of Project Based Learning (PBL) whereby apprentices are presented with a challenge that requires apprentices to produce a product in response to the challenge.\r\n(For apprentices with less technical background more scaffolding will be available, but the integrity of the challenge will not be reduced. They will become confident in approaching and understanding how to solve the problem.)\r\n\r\nChallenge and lecture materials are released at the start of the week, apprentices have a couple of days to try and solve the challenge with the tools at their disposal. They may use drop in sessions, and group discussion boards to collaboratively solve or discuss ideas. After the seminar there is another lab session to reinforce and walk through the steps again, should apprentices need additional practice and support. | There is one summative assessment in this module intended to assess the technical understanding of the content covered. \r\n\r\nTo support the summative assessments, there are non-assessed weekly labs. These provide apprentices the opportunity to learn and discuss technical skills, as well as receive step by step guidance from a demonstrator. Attending these sessions will help apprentices practice, master, and write their summative Lab Report.\r\nOther activities that exist to support mastery of learning, but not formatively assessed, include weekly workshops, and skills practice in the workplace. Workshops allow the instructor to meet with groups regularly for a status update on their work towards their final project, help address any technical or group questions and issues, and provide groups feedback. Workshops are also an opportunity to learn from University researchers and practitioners in the workplace in the form of seminars and activities to help build apprentices interpersonal skills.\r\n\r\nThis apprenticeship recognizes that not all learning can be mastered in one day, therefore there is time allocated for practicing skills, meaning apprentices can transfer their knowledge and skill into the workplace. These opportunities need to be identified during tri monthly tripartite meetings with the apprentice, their manager and their teaching fellow. These events are then documented in another platform (APTEM) which members of the tripartite conversation can access. | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-COMP | M003 | 111340 | 29-09-2022 | False | False | False | False | Newcastle City Campus |
| 5352 | NBS8629 | 53432137 | Econometrics | Econometrics | 999 | True | False | True | 10 | False | 0 | False | 0 | 5 | 7 | L | ST | N | True | True | 15-11-2022 | True | 19-10-2022 | True | 15-11-2022 | NaN | NaN | E | The course introduces graduate level econometrics. The module provides students with the basic tools for understanding applied research and with solid mathematical foundations of econometric techniques.\r\n\r\nThe module covers the Linear Regression model in depth. Students are going to learn about the ordinary least squares estimator, its properties, and use in statistical inference. Students will learn how to deal with violations of the Gauss-Markov assumptions. | 1. Introduction. What econometrics is about / The inference problem / Reminder of finite sample OLS properties.\r\n\r\n2. Statistical inference. Reminder on asymptotic theory (Law of Large Numbers, The Central Limit Theorem) / Asymptotics of OLS.\r\n\r\n3. Non-Spherical disturbances. Heteroscedasticity, Clustering, Autocorrelation.\r\n\r\n4. Identification Issues in the Linear Model. Omitted variable bias, Measurement error bias, Functional form misspecification. | N | At the end of the module students should be able to:\r\n\r\n1. Understand the theoretical properties of the Ordinary Least Squares estimator.\r\n\r\n2. Understand the potential violations of the Gauss-Markov Assumptions and the identification issues in the Linear Model.\r\n\r\n3. Know the relevant commands to these techniques on real-world data using R. | At the end of the module students should be able to:\r\n\r\n1. Conduct their empirical studies applying the covered techniques.\r\n\r\n2. Critically evaluate (their own or published) estimates and identify potential issues that arise when estimating a linear model.\r\n \r\n3. Have practised extensively their problem solving skills and have become experienced users of econometric software. | True | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | Lectures provide an exhaustive and in-depth introduction to the core course material, and introduction to required techniques. Computer classes will teach the application of these methods with real world data. Private study facilitates review and understanding of lecture material. | Unseen written in person exam is the best way to assess graduate level econometrics to the required standards. The formative assessment will give students the opportunity to receive feedback on exercises that will help guide their exam preparation. | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-NUBS | M003 | 111342 | 16-11-2022 | False | False | False | False | Newcastle City Campus |
| 5353 | NBS8630 | 53416710 | Mathematics Foundations | Mathematics Foundations | 999 | True | False | False | 0 | False | 0 | False | 0 | 0 | 7 | B | ST | N | True | True | 15-11-2022 | True | 15-11-2022 | True | 15-11-2022 | NaN | NaN | E | • The aim of this blocked course is to prepare students for advanced studies in “Mathematics for\r\nEconomics and Finance”, “Introductory Econometrics”, and economic theory modules.\r\n• This course aims at refreshing univariate and multivariate calculus.\r\n• It also aims at introducing key concepts of linear algebra and illustrates the role matrices\r\nplay in economics, and econometrics. | • Real analysis (series and sequences, continuous functions, Taylor’s theorem, mean and extreme value theorems)\r\n• Univariate and multivariate calculus\r\n• Algebra of matrices and linear mappings’, determinants, diagonalization, and canonical forms, and vector spaces\r\n• Probability functions, conditional probability, permutations and combinations, Bayes rule\r\n• Continuous and discrete random variables, univariate and multivariate distributions, expectation and conditional expectation, moments\r\n• Sampling distributions, hypothesis testing, confidence intervals | N | Students will be able to manipulate equations and analyse properties of continuous and differentiable functions using calculus.\r\n\r\nStudents will have a good working knowledge of matrix algebra.\r\n\r\nStudent will understand key concepts of probability theory, random variables, and statistical inference. | Student will develop problem solving skills using calculus, real analysis, matrix algebra and statistics.\r\n\r\nStudents will be able to analyse economic problems using a variety of mathematical and statistical techniques and interpret the results. | True | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | • Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on homework. | NaN | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-NUBS | M009 | 111343 | 25-10-2022 | False | False | False | False | Newcastle City Campus |
| 5354 | NBS8631 | 53432699 | Dissertation | Dissertation | 999 | True | False | False | 0 | False | 0 | True | 60 | 30 | 7 | L | ST | N | True | True | 15-11-2022 | True | 15-11-2022 | True | 15-11-2022 | NaN | None | E | To provide the opportunity for students to undertake an independent research project in Economics in which they apply the academic skills acquired during the year. The research will be supervised by a member of the academic staff, whose research interests will be closely aligned with the topic of research. Students will have supervisory meetings in the final term of the academic year; these meetings are for the MSc supervisor to offer guidance and monitor progress of the student. | The dissertation is a major piece of work which will enable students to apply the knowledge and skills developed during the taught element of the degree programme to their chosen research topic. As such there is no set syllabus for the dissertation module. | N | After completing the dissertation, students will: \r\n\r\n1. Understand the nature of general academic research. \r\n\r\n2. Gain in-depth knowledge of a general research topic in economics, both from an empirical and theoretical angle, including issues that are may not be settled in the literature related to such topic. \r\n\r\n3. Be able to propose or explain potential answers to one or more academic questions related to the particular topic chosen for the dissertation. | After completing the dissertation you will: \r\n\r\n1. Be able to undertake a literature review by identifying and critically assessing empirical and theoretical contributions to the literature, and presenting the conclusions in a structured way. \r\n\r\n2. Be able to formulate a research question and motivate it in relation to the findings and conclusions derived from the literature review. \r\n\r\n3. Be able to use novel econometric or suitable quantitative methods to obtain answers to a research question related to Economics, describe them and present them in a logical way. \r\n\r\n4. Be able to analyse the findings from the empirical exercise and critically assess them in relation to theoretical arguments and existing literature. \r\n\r\n5. Be able to organize all of the above in a structured way to produce a written report (dissertation). | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | Research Methods will underpin the dissertation, the dissertation is therefore an independent piece of work that will be monitored through the tutorial system. | An in-depth written report allows the student to demonstrate his/ her ability to undertake independent research. | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-NUBS | M003 | 111344 | 16-11-2022 | False | False | False | False | Newcastle City Campus |
| 5355 | CAC2070 | 53423099 | Exploring the Ancient Greek Underworld | Exploring the Ancient Greek Underworld | 999 | True | False | False | 0 | True | 20 | False | 0 | 10 | 5 | L | ST | N | True | True | 03-11-2022 | True | 03-11-2022 | True | 03-11-2022 | NaN | NaN | E | What happens after death? Is there some spirit, soul, or essence of our personalities which survives – and if so, where does it go? And will our actions during life determine our eternal fate? For thousands of years humans have grappled with a myriad of questions about existence after death, and – as in many cultures – the Ancient Greeks had plenty of different ideas. Across the semester, students will be introduced to these Ancient Greek beliefs about death and the afterlife, with a particular focus on the Underworld. Using a variety of textual and material evidence from across the Archaic, Classical, and Hellenistic periods, we will explore the Underworld itself: from the journey there, to topographies and inhabitants, as well as the potential for reincarnation and even resurrection from its shadowy depths.\r\n\r\nAll materials will be studied in translation; there is no expectation or requirement that students have any knowledge of Ancient Greek or Latin. | Topics studied during the semester may include:\r\n\r\n+ Death and the Body \r\n+ Navigating the Underworld\r\n+ Underworld Gods\r\n+ Underworld Inhabitants\r\n+ Judgement\r\n+ Reincarnation\r\n+ Heroic katabaseis\r\n+ Necromancy\r\n+ Underworld anxieties\r\n+ Reception and Reinterpretation\r\n\r\nTexts/works studied during the semester may include:\r\n+ Homer Iliad and Odyssey\r\n+ Homeric Hymns\r\n+ Hesiod Theogony\r\n+ Presocratic Philosophy\r\n+ Euripides Alcestis, Heracles\r\n+ Aristophanes Frogs\r\n+ Plato Phaedo, Republic\r\n+ Orphic Gold Tablets\r\n+ Epicurus Letters \r\n+ Apollonius Argonautica\r\n+ Diodorus Siculus Library of History\r\n\r\nPlus a range of material and visual evidence. | C | Students who complete this course should acquire: \r\n\r\n1. An understanding of the multifaceted nature of ancient thought and beliefs; \r\n2. An in-depth knowledge of key mythological and iconographical representations of the Underworld; \r\n3. A familiarity with a wide range of texts including epic, tragedy, and philosophy; \r\n4. An awareness of how ideas are received and resituated across cultures and periods. | Students who complete this course should acquire:\r\n\r\n1. Skills in close reading and critically evaluating a wide range of evidence-types (in translation); \r\n2. Skills in selecting and reviewing relevant modern secondary literature; \r\n3. An ability to apply learned knowledge and skills in the completion of assessment components; \r\n4. An ability to reflect on, and engage in dialogue with, questions arising from the studied material. | True | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | Lectures are used to introduce students to a wide range of evidence and broader ancient beliefs. The content will be supported by relevant contextual and historical information where necessary. They also model methods of interpretation and analysis, and draw attention to comparative ideas. Elements of group-work and student-teacher interaction will reinforce the delivered material. \r\n\r\nSeminars are used to facilitate student-led discussion on a particular evidence type and pre-circulated questions in a small structured environment. It provides the opportunity for students to explore the material for themselves, drawing on weekly lectures, and to enter into a dialogue with each other on the multifaceted nature of meaning and interpretation. \r\n\r\nWorkshops are used to ensure the assessment aims are clearly articulated and understood by students ahead of their submissions, and provide focused instruction and practice in developing specific skills: structuring an argument, finding relevant bibliographical sources, referencing classical texts, etc. They also allow for student-teacher dialogue on expectations, marking criteria, and feedback. | The portfolio is an opportunity for students to accrue credit throughout the semester for their ongoing seminar preparation work; set tasks for the portfolio target skills of close reading, reflection, and analysis.\r\n\r\nThe final project supports and encourages independent research, using lecture and seminar content as a foundation on which to build one’s own avenue of investigation in the development of educational resources. It provides an authentic opportunity to apply skills and knowledge at an appropriate level of detail and understanding, while also allowing engagement with the material over a sustained period of time. It also allows students to practice ‘translating’ complex ideas into accessible formats. Specialist training and guidance on developing educational outreach resources will be provided.\r\nThe formative assignment provides support during the initial planning period for the final project, giving an opportunity for feedback and guidance in the critical stages of preparation. | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-SHIS | M001 | 111348 | 04-11-2022 | False | False | False | False | Newcastle City Campus |
| 5356 | CAC3070 | 53423150 | Exploring the Ancient Greek Underworld | Exploring the Ancient Greek Underworld | 999 | True | False | False | 0 | True | 20 | False | 0 | 10 | 5 | L | ST | N | True | True | 03-11-2022 | True | 03-11-2022 | True | 03-11-2022 | NaN | NaN | E | What happens after death? Is there some spirit, soul, or essence of our personalities which survives – and if so, where does it go? And will our actions during life determine our eternal fate? For thousands of years humans have grappled with a myriad of questions about existence after death, and – as in many cultures – the Ancient Greeks had plenty of different ideas. Across the semester, students will be introduced to these Ancient Greek beliefs about death and the afterlife, with a particular focus on the Underworld. Using a variety of textual and material evidence from across the Archaic, Classical, and Hellenistic periods, we will explore the Underworld itself: from the journey there, to topographies and inhabitants, as well as the potential for reincarnation and even resurrection from its shadowy depths.\r\n\r\nAll materials will be studied in translation; there is no expectation or requirement that students have any knowledge of Ancient Greek or Latin. | Topics studied during the semester may include:\r\n\r\n+ Death and the Body \r\n+ Navigating the Underworld\r\n+ Underworld Gods\r\n+ Underworld Inhabitants\r\n+ Judgement\r\n+ Reincarnation\r\n+ Heroic katabaseis\r\n+ Necromancy\r\n+ Underworld anxieties\r\n+ Reception and Reinterpretation\r\n\r\nTexts/works studied during the semester may include:\r\n+ Homer Iliad and Odyssey\r\n+ Homeric Hymns\r\n+ Hesiod Theogony\r\n+ Presocratic Philosophy\r\n+ Euripides Alcestis, Heracles\r\n+ Aristophanes Frogs\r\n+ Plato Phaedo, Republic\r\n+ Orphic Gold Tablets\r\n+ Epicurus Letters \r\n+ Apollonius Argonautica\r\n+ Diodorus Siculus Library of History\r\n\r\nPlus a range of material and visual evidence. | C | Students who complete this course should acquire: \r\n\r\n1. An understanding of the multifaceted nature of ancient thought and beliefs; \r\n2. An in-depth knowledge of key mythological and iconographical representations of the Underworld; \r\n3. A familiarity with a wide range of texts including epic, tragedy, and philosophy; \r\n4. An awareness of how ideas are received and resituated across cultures and periods. | Students who complete this course should acquire:\r\n\r\n1. Skills in close reading and critically evaluating a wide range of evidence-types (in translation); \r\n2. Skills in selecting and reviewing relevant modern secondary literature; \r\n3. An ability to apply learned knowledge and skills in the completion of assessment components; \r\n4. An ability to reflect on, and engage in dialogue with, questions arising from the studied material. | True | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | NaN | Lectures are used to introduce students to a wide range of evidence and broader ancient beliefs. The content will be supported by relevant contextual and historical information where necessary. They also model methods of interpretation and analysis, and draw attention to comparative ideas. Elements of group-work and student-teacher interaction will reinforce the delivered material. \r\n\r\nSeminars are used to facilitate student-led discussion on a particular evidence type and pre-circulated questions in a small structured environment. It provides the opportunity for students to explore the material for themselves, drawing on weekly lectures, and to enter into a dialogue with each other on the multifaceted nature of meaning and interpretation. \r\n\r\nWorkshops are used to ensure the assessment aims are clearly articulated and understood by students ahead of their submissions, and provide focused instruction and practice in developing specific skills: structuring an argument, finding relevant bibliographical sources, referencing classical texts, etc. They also allow for student-teacher dialogue on expectations, marking criteria, and feedback. | The portfolio is an opportunity for students to accrue credit throughout the semester for their ongoing seminar preparation work; set tasks for the portfolio target skills of close reading, reflection, and analysis.\r\n\r\nThe final project supports and encourages independent research, using lecture and seminar content as a foundation on which to build one’s own avenue of investigation in the development of educational resources. It provides an authentic opportunity to apply skills and knowledge at an appropriate level of detail and understanding, while also allowing engagement with the material over a sustained period of time. It also allows students to practice ‘translating’ complex ideas into accessible formats. Specialist training and guidance on developing educational outreach resources will be provided.\r\nThe formative assignment provides support during the initial planning period for the final project, giving an opportunity for feedback and guidance in the critical stages of preparation. | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-SHIS | M001 | 111349 | 04-11-2022 | False | False | False | False | Newcastle City Campus |
| 5357 | EXT8040 | 53456273 | Aerospace Manufacturing | Aerospace Manufacturing | 999 | True | False | False | 0 | True | 10 | False | 0 | 5 | 7 | L | ST | N | True | True | 06-12-2022 | True | 06-12-2022 | True | 06-12-2022 | NaN | NaN | E | NaN | This module covers:\r\n\r\nBasic airframe structure. Airframe component manufacturing techniques. Joining techniques. Assembly\r\ntechnology. Composite structures. Jigless assembly and automated manufacture.\r\n\r\nBasic aero-engine structure. Geometry and material constraints. Manufacturing processes: forging, casting,\r\nwelding & joining techniques, special processes, small and non round hole manufacture.\r\n\r\nCertification, verification inspection and quality control. | N | On successful completion of this module students will be able to:\r\n\r\nUnderstand the basic structure of modern airframes and aero-engines and the manufacturing\r\nprocesses used to produce them.\r\n\r\nHave an insight into advanced and emerging aerospace manufacturing technologies and be able\r\nto critically review the suitability of new emerging technologies for the specific requirements and\r\ncharacteristics of the aerospace industry. | On successful completion of this module students will have:\r\n\r\nHave an awareness of the properties and application areas for advanced materials used in the\r\nmanufacture of aerospace components.\r\n\r\nHave the ability to communicate and present state of the art technology review results with clear\r\njustification of their technological and operational advantages and disadvantages. | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | NaN | NaN | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-SENG | M001 | 117209 | 07-12-2022 | False | False | False | False | Off Campus |
| 5358 | EXT8041 | 53456274 | Introduction to Transport Materials | Intro to Transport Materials | 999 | True | False | False | 0 | True | 10 | False | 0 | 5 | 7 | L | ST | N | True | True | 06-12-2022 | True | 06-12-2022 | True | 06-12-2022 | Only available to students studying on the Power Electronics CDT programme | NaN | E | To provide an understanding and knowledge of key concepts in materials science, with particular reference to the use of materials science in the transport industries. | Overview/revision of materials classes and properties, and component failure modes.\r\n\r\nStrengths and weaknesses of:\r\nMetallic alloys,\r\nMoulded polymers,\r\nComposites\r\n\r\nIntroduction to processing-property relationships essential to understanding the interactions between manufacturing route and component performance.\r\n\r\nService conditions and property requirements for materials used in:\r\nAutomotive vehicle shells,\r\nAutomotive engines and transmissions,\r\nAirframes,\r\nLanding gear,\r\nGas turbines\r\n\r\nEffects of service conditions on materials behaviour, e.g.\r\nEffects of temperature on creep, Fatigue and oxidation of turbine blades,\r\nEffects of corrosion on fatigue life\r\n\r\nSelection of materials for weight efficiency etc.\r\n\r\nReliability of materials.\r\n\r\nSurface engineering techniques:\r\nEffects on residual stresses,\r\nEffects on fatigue,\r\nEffects on environmental degradation\r\n\r\nOverview of areas of current research relating to transport materials. | C | On successful completion of this module students will know how to:\r\n\r\n* demonstrate knowledge and understanding of material usage in transport industries with reference to operating conditions and material properties. | On successful completion of this module students will be able to:\r\n\r\n* perform material selection analysis based on analysis of operating conditions, material properties and other relevant factors including legislation.\r\n* explain how and why materials engineering can be used to control material properties.\r\n* extract and use relevant information from external sources. | False | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | N | NaN | NaN | False | NaN | NaN | False | False | False | False | NaN | NaN | 2022 | 22 | D-SENG | M001 | 117210 | 07-12-2022 | False | False | False | False | Off Campus |